Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-22T20:39:06.181Z Has data issue: false hasContentIssue false

Chapter 13 - Why Choose Teaching, and Does It Matter?

Published online by Cambridge University Press:  20 September 2017

By
Ruth Butler
Edited by
Helen M. G. Watt ,
Paul W. Richardson  and
Kari Smith
Helen M. G. Watt
Affiliation:
University of Sydney
Paul W. Richardson
Affiliation:
Monash University, Victoria
Kari Smith
Affiliation:
Norwegian University of Science and Technology, Trondheim
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Global Perspectives on Teacher Motivation , pp. 349 - 376
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Butler, R. (2000). What learners want to know: the role of achievement goals in shaping information-seeking, performance and interest. In Sansone, C. & Harackiewicz, J. (eds.), Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance (pp. 161–94). New York: Academic Press.Google Scholar
Butler, R. (2012). Striving to connect: extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104, 726–42.CrossRefGoogle Scholar
Butler, R. (2014). What teachers want to achieve and why it matters: an achievement goal approach to teacher motivation. In Richardson, P. W., Karabenick, S. A. & Watt, H. M. G. (eds.), Advances in Teacher Motivation: Theory and Practice (pp. 20–34). London: Routledge.Google Scholar
Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78–89.CrossRefGoogle Scholar
Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S. et al. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18, 468–82.CrossRefGoogle Scholar
Malmberg, L. E. (2008). Student teachers’ achievement goal orientations during teacher studies: antecedents, correlates and outcomes. Learning and Instruction, 18, 438–52.CrossRefGoogle Scholar
Richardson, P. W. & Watt, H. M. G. (2014). Why people choose teaching as a career: an expectancy-value approach to understanding teacher motivation. In Richardson, P. W., Karabenick, S. A. & Watt, H. M. G. (eds.), Teacher Motivation: Theory and Practice (pp. 3–19). New York: Routledge.CrossRefGoogle Scholar
Roth, G., Assor, A., Kanat-Maymon, Y. & Kaplan, H. (2007). Autonomous motivation for teaching: how self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761–74.CrossRefGoogle Scholar
Schiefele, U., Streblow, L. & Retelsdorf, J. (2013). Dimensions of teacher interest and their relations to occupational well-being and instructional practices. Journal for Educational Research Online, 5, 7–37.Google Scholar
Schwartz, S. H. & Rubel-Lifschitz, T. (2009). Cross-national variation in the size of sex differences in values: effects of gender equality. Journal of Personality and Social Psychology, 97, 171–185.CrossRefGoogle Scholar
Watt, H. M. G. & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: development and validation of the FIT-Choice scale. Journal of Experimental Education, 75(3), 167–202.CrossRefGoogle Scholar
Watt, H. M. G, Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U. & Baumert, J. (2012). Motivations for choosing teaching as a career: an international comparison using the FIT-Choice scale. Teaching and Teacher Education: An International Journal of Research and Studies, 28, 791–805.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×