Alternative teacher certification students' motivations of teaching

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dc.authorid0000-0001-7754-360X
dc.contributor.authorAkar, Ebru Öztürk
dc.date.accessioned2021-06-23T19:50:37Z
dc.date.available2021-06-23T19:50:37Z
dc.date.issued2019
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThis study investigates the Alternative Certification Program (ACP) students' motivations to become teachers. Fit-Choice Scale is used. Sample of the study consists of 248 participants in three groups i.e. Health, Sports and Mathematics. Descriptive and inferential statistics, and content analysis are used to examine ACP students' reasons to want to become teachers, and to investigate differences regarding their primary career choices, age and gender. The results showed that social, intrinsic career and personal utility values are the highly rated motivation factors. Teaching is perceived as a highly skillful occupation and a high status profession by the ACP students. Relationships between ACP students' motivations and perceptions with their primary career choices, age and gender are identified. Health group had higher motivation for time for family, and Sports group had higher motivation for ability and job security. Mathematics group's motivation for job transferability, perception scores of salary and social status of teaching profession and career choice satisfaction were lower than the other groups. Yet their perception scores of difficulty was higher than the others. ACP students older than the mean age of 26 had higher scores of self-perceptions of ability, intrinsic career value, job transferability and work with children factors than their young classmates. Significant differences are observed between male and female participants' motivation of having time for family. Together with contrasting findings and particular similarities with the previous research, these relationships are used to conclude that ACP students themselves have different motivation patterns. Influence of sample characteristics and contextual features are also acknowledged.en_US
dc.identifier.doi10.14221/ajte.2019v44.n11.3
dc.identifier.endpage60en_US
dc.identifier.issn1835-517X
dc.identifier.issue11en_US
dc.identifier.scopus2-s2.0-85081634103en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage42en_US
dc.identifier.urihttps://doi.org/10.14221/ajte.2019v44.n11.3
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9825
dc.identifier.volume44en_US
dc.identifier.wosWOS:000513927000003en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorAkar, Ebru Öztürk
dc.language.isoenen_US
dc.publisherEdith Cowan Univen_US
dc.relation.ispartofAustralian Journal Of Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMotivationen_US
dc.subjectAlternative Teacher Certificationen_US
dc.subjectTurkeyen_US
dc.titleAlternative teacher certification students' motivations of teachingen_US
dc.typeArticleen_US

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