: Preservice teachers undertake mandatory professional experience as part of their journey towards classroom readiness and in-service teaching. Supporting them in this process are supervisors who both guide and assess these novices. Central to this assessment are the Australian Professional Standards for Teachers, which need to be rigorously applied to ensure quality teaching graduates. This article investigates the application of these Standards by the supervisors in both their formative and summative assessment. Data are derived from interviews with final year preservice teachers and supervisors in a primary teaching degree course at one Western Australian university. Findings suggest that there is scope for a more detailed and consistent application of the Standards. The paper argues for the development of a model of supervision to ensure consistent evaluations against the Standards, as recommended by the Teacher Education Ministerial Advisory Group.
{"title":"Meaningful Application of the Australian Professional Standards for Teachers: The Role of the University Appointed Supervisor","authors":"Madlen Griffiths, Mandie B Shean, Denise Jackson","doi":"10.14221/1835-517x.6056","DOIUrl":"https://doi.org/10.14221/1835-517x.6056","url":null,"abstract":": Preservice teachers undertake mandatory professional experience as part of their journey towards classroom readiness and in-service teaching. Supporting them in this process are supervisors who both guide and assess these novices. Central to this assessment are the Australian Professional Standards for Teachers, which need to be rigorously applied to ensure quality teaching graduates. This article investigates the application of these Standards by the supervisors in both their formative and summative assessment. Data are derived from interviews with final year preservice teachers and supervisors in a primary teaching degree course at one Western Australian university. Findings suggest that there is scope for a more detailed and consistent application of the Standards. The paper argues for the development of a model of supervision to ensure consistent evaluations against the Standards, as recommended by the Teacher Education Ministerial Advisory Group.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135441792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: This case study focused on a university teacher-education course that included NOS content. An adapted questionnaire was used to collect quantitative data on 83 secondary science teachers’ views about three NOS themes before and after completing the course. Qualitative data were collected from eight of the teachers who were observed teaching during their field experience after completing the course. The teachers’ post-course mean NOS scores were statistically significantly higher than their pre-course scores (t (65) =-10.08, p<.001; Cohen’s d = 1.4). Despite the favourable NOS knowledge among the science teachers, low levels of NOS portrayal were observed in their instructional practices. These findings point to some success in explicitly addressing NOS in science education content courses. However, they raise questions about the transferability of teachers’ NOS knowledge into their classrooms. The findings have implications for teacher-preparation programmes regarding durability of NOS knowledge.
本案例研究以一所大学教师教育课程为研究对象，该课程包含NOS内容。采用适应性问卷法，对83名中学科学教师在完成课程前后对三个NOS主题的看法进行了定量分析。定性数据收集自8位教师，他们在完成课程后的实地经验中观察教学。教师课后NOS平均得分高于课前得分，差异有统计学意义(t (65) =-10.08, p< 0.001;Cohen’s d = 1.4)。尽管科学教师具有良好的NOS知识，但在他们的教学实践中观察到低水平的NOS描述。这些发现表明，在科学教育内容课程中明确解决NOS问题取得了一些成功。然而，他们对教师的NOS知识在课堂上的可转移性提出了质疑。研究结果对NOS知识持久性的教师准备计划具有启示意义。
{"title":"Nature of Science: Examining Science Teachers’ Knowledge and their Instructional Practices","authors":"Sharon Bramwell-Lalor","doi":"10.14221/1835-517x.5949","DOIUrl":"https://doi.org/10.14221/1835-517x.5949","url":null,"abstract":": This case study focused on a university teacher-education course that included NOS content. An adapted questionnaire was used to collect quantitative data on 83 secondary science teachers’ views about three NOS themes before and after completing the course. Qualitative data were collected from eight of the teachers who were observed teaching during their field experience after completing the course. The teachers’ post-course mean NOS scores were statistically significantly higher than their pre-course scores (t (65) =-10.08, p<.001; Cohen’s d = 1.4). Despite the favourable NOS knowledge among the science teachers, low levels of NOS portrayal were observed in their instructional practices. These findings point to some success in explicitly addressing NOS in science education content courses. However, they raise questions about the transferability of teachers’ NOS knowledge into their classrooms. The findings have implications for teacher-preparation programmes regarding durability of NOS knowledge.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91176372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.14221/ajte.2022v47n10.5
Connie Cirkony, J. Kenny
In this paper we argue that the complexity of education systems can lead to a lack of coherence in the implementation of policy. More effective educational change requires policy-makers and researchers to pay more attention to supporting teachers in classrooms. As an example, we consider decades of research attempts in STEM education to implement learning through inquiry and note there has been little change in teaching practices in classrooms. Using formative assessment in science education as a case study, we developed a rubric for teachers that embeds key aspects of the desired pedagogy. We argue this builds teachers’ confidence to implement the change in their classrooms and we claim this same principle may apply to the development of rubrics for in other disciplines, and easily incorporated by researchers into professional learning programs.
{"title":"Using Formative Assessment to Build Coherence Between Educational Policy and Classroom Practice: A Case Study Using Inquiry in Science","authors":"Connie Cirkony, J. Kenny","doi":"10.14221/ajte.2022v47n10.5","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n10.5","url":null,"abstract":"In this paper we argue that the complexity of education systems can lead to a lack of coherence in the implementation of policy. More effective educational change requires policy-makers and researchers to pay more attention to supporting teachers in classrooms. As an example, we consider decades of research attempts in STEM education to implement learning through inquiry and note there has been little change in teaching practices in classrooms. Using formative assessment in science education as a case study, we developed a rubric for teachers that embeds key aspects of the desired pedagogy. We argue this builds teachers’ confidence to implement the change in their classrooms and we claim this same principle may apply to the development of rubrics for in other disciplines, and easily incorporated by researchers into professional learning programs.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75490273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.14221/ajte.2022v47n10.1
C. Chien
This study used online responses, observation fieldnotes, and interviews to analyze eight student teachers’ learning through text-based protocols on news analysis during their practicum, a core component for beginning teachers’ competence construction, in a language teacher education program in the northwest of Taiwan. This study revealed that student teachers regarded the text-based protocols as useful pedagogical tools, particularly offering a clear focus on reading and analyzing the news. Through face-to-face and Facebook discussions on 33 news reports, student teachers became familiar with the latest policies and trends on English education, constructed their pedagogical competence in English instructional strategies, and examined the gap between policies and practice on the co-teaching model. Suggestions on effective implementation of the text-based protocols on discussing education news are provided in terms of preparation of a variety of news or issues, selection of the appropriate text-based protocols, and integration of theories on news analysis and discussions.
{"title":"Facilitating Taiwanese Elementary School English Student Teachers’ Learning Through Text-Based Protocols","authors":"C. Chien","doi":"10.14221/ajte.2022v47n10.1","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n10.1","url":null,"abstract":"This study used online responses, observation fieldnotes, and interviews to analyze eight student teachers’ learning through text-based protocols on news analysis during their practicum, a core component for beginning teachers’ competence construction, in a language teacher education program in the northwest of Taiwan. This study revealed that student teachers regarded the text-based protocols as useful pedagogical tools, particularly offering a clear focus on reading and analyzing the news. Through face-to-face and Facebook discussions on 33 news reports, student teachers became familiar with the latest policies and trends on English education, constructed their pedagogical competence in English instructional strategies, and examined the gap between policies and practice on the co-teaching model. Suggestions on effective implementation of the text-based protocols on discussing education news are provided in terms of preparation of a variety of news or issues, selection of the appropriate text-based protocols, and integration of theories on news analysis and discussions.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77421488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.14221/ajte.2022v47n10.2
Christina Deans, Ellen Larsen
Pedagogy grounded in neuroscience is an influential approach in Australian schools, despite concerns regarding teachers’ beliefs in several neuromyths that go on to pervade their practice. This paper reports on a small study that explored teachers’ beliefs and implementation of brain-based learning in one Australian primary school whose pedagogy is specifically underpinned by neuroscience. Survey data collected from 14 teachers were analysed using simple descriptive statistics and content analysis. Findings indicated that these teachers, despite having some accurate brain-based knowledge, were still prone to endorsing common neuromyths regardless of the school’s teaching and learning framework, years at the school, overall teaching experience or level of qualification, with beliefs influencing classroom practice whether correct or misinformed. Further, school professional learning and universities were listed as primary sources of information for these teachers. This study underscores the importance of schools and universities providing opportunities for timely and up-to-date professional learning.
{"title":"Brain-based Learning: Beliefs and Practice in one Australian Primary School Implementing a Neuroscience Pedagogical Framework","authors":"Christina Deans, Ellen Larsen","doi":"10.14221/ajte.2022v47n10.2","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n10.2","url":null,"abstract":"Pedagogy grounded in neuroscience is an influential approach in Australian schools, despite concerns regarding teachers’ beliefs in several neuromyths that go on to pervade their practice. This paper reports on a small study that explored teachers’ beliefs and implementation of brain-based learning in one Australian primary school whose pedagogy is specifically underpinned by neuroscience. Survey data collected from 14 teachers were analysed using simple descriptive statistics and content analysis. Findings indicated that these teachers, despite having some accurate brain-based knowledge, were still prone to endorsing common neuromyths regardless of the school’s teaching and learning framework, years at the school, overall teaching experience or level of qualification, with beliefs influencing classroom practice whether correct or misinformed. Further, school professional learning and universities were listed as primary sources of information for these teachers. This study underscores the importance of schools and universities providing opportunities for timely and up-to-date professional learning.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84727609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.14221/ajte.2022v47n10.4
J. Stephenson, Rahul Ganguly, Coral Kemp, Catherine Salisbury
The characteristics and content of post-graduate courses in special and/or inclusive teacher education in Australian universities were examined using publicly available material on university websites. Content analysis was guided by a set of content area elements covering desirable skills and knowledge for special educators that were identified in the Australian literature. The presence or absence of these content elements in each course and in core or elective units was coded for 28 courses from 21 universities. All or most courses covered generic content such as teaching strategies and evaluating and using research. However, more specialist content, such as explicit teaching strategies and instruction in literacy and numeracy, was absent from over half the courses. The implications of these findings are discussed in the context of the limitations necessarily imposed by the inclusion of only publicly available online information.
{"title":"Preparing Australian Special Educators: Courses and Content","authors":"J. Stephenson, Rahul Ganguly, Coral Kemp, Catherine Salisbury","doi":"10.14221/ajte.2022v47n10.4","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n10.4","url":null,"abstract":"The characteristics and content of post-graduate courses in special and/or inclusive teacher education in Australian universities were examined using publicly available material on university websites. Content analysis was guided by a set of content area elements covering desirable skills and knowledge for special educators that were identified in the Australian literature. The presence or absence of these content elements in each course and in core or elective units was coded for 28 courses from 21 universities. All or most courses covered generic content such as teaching strategies and evaluating and using research. However, more specialist content, such as explicit teaching strategies and instruction in literacy and numeracy, was absent from over half the courses. The implications of these findings are discussed in the context of the limitations necessarily imposed by the inclusion of only publicly available online information.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84907155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.14221/ajte.2022v47n10.6
Y. Zhan
Few studies have empirically explored the specific elements of schoolteachers’ feedback literacy in spite of its crucial role in supporting student learning in classrooms. To address this research gap, individual interviews were conducted with 20 teacher educators in Hong Kong. The interviewees were asked to explicate the mind maps of schoolteacher feedback literacy that they had previously drawn. Data analysis revealed that the participants perceived schoolteacher feedback literacy as a three-dimensional concept, comprising knowledge, competence and disposition with specifications. In addition, the participants believed that schoolteacher feedback literacy was gradually evolving from a qualified level to a fully professional level over time. In their views, understanding subject content knowledge and developing positive feedback dispositions were prerequisites for developing feedback competencies. The findings of this study enhance the understanding of schoolteacher feedback literacy from the perspective of teacher educators and offer guidance for providing effective feedback training in teacher education programmes.
{"title":"Teacher Educators’ Perceptions of Schoolteacher Feedback Literacy: Implications for Feedback Training in Teacher Education Programmes","authors":"Y. Zhan","doi":"10.14221/ajte.2022v47n10.6","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n10.6","url":null,"abstract":"Few studies have empirically explored the specific elements of schoolteachers’ feedback literacy in spite of its crucial role in supporting student learning in classrooms. To address this research gap, individual interviews were conducted with 20 teacher educators in Hong Kong. The interviewees were asked to explicate the mind maps of schoolteacher feedback literacy that they had previously drawn. Data analysis revealed that the participants perceived schoolteacher feedback literacy as a three-dimensional concept, comprising knowledge, competence and disposition with specifications. In addition, the participants believed that schoolteacher feedback literacy was gradually evolving from a qualified level to a fully professional level over time. In their views, understanding subject content knowledge and developing positive feedback dispositions were prerequisites for developing feedback competencies. The findings of this study enhance the understanding of schoolteacher feedback literacy from the perspective of teacher educators and offer guidance for providing effective feedback training in teacher education programmes.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90264921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.14221/ajte.2022v47n10.3
Tugba Hangul, M. F. Ozmantar, Gülay Agaç
There has been increasing research attention on teacher educators in recent years; however, the dynamics of this research area have not been examined through bibliometric analysis of the relevant studies. This study aimed to perform a systematic mapping of the trends in research studies on teacher educators through the bibliometric data obtained from the Web of Science database. The bibliometric analysis led to four substantial findings: (1) research on teacher educators is an emerging field of educational studies that have experienced a progressive increase since the 2000s; (2) scientific publications in this field are produced by a small group of researchers from the USA, Australia, Canada, several European, and few Asian countries through collaborative research networks; (3) research on teacher educators is primarily spread in general teacher education journals; (4) the main topics regarding teacher educator research area are: professional development, professional identity, works, and practices.
近年来，对教师教育的研究越来越受到关注;然而，这一研究领域的动态还没有通过相关研究的文献计量学分析来检验。本研究旨在透过Web of Science资料库的文献计量学资料，对教师教育研究的趋势进行系统的绘图。文献计量分析得出了四个重要发现:(1)教师教育研究是一个新兴的教育研究领域，自2000年代以来经历了逐步增长;(2)该领域的科学出版物是由来自美国、澳大利亚、加拿大、几个欧洲和少数亚洲国家的一小部分研究人员通过合作研究网络发表的;(3)对教师教育的研究主要集中在普通的教师教育期刊上;(4)教师教育研究领域的主要议题为:专业发展、专业认同、作品与实践。
{"title":"Teacher Educators: A Bibliometric Mapping of an Emerging Research Area","authors":"Tugba Hangul, M. F. Ozmantar, Gülay Agaç","doi":"10.14221/ajte.2022v47n10.3","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n10.3","url":null,"abstract":"There has been increasing research attention on teacher educators in recent years; however, the dynamics of this research area have not been examined through bibliometric analysis of the relevant studies. This study aimed to perform a systematic mapping of the trends in research studies on teacher educators through the bibliometric data obtained from the Web of Science database. The bibliometric analysis led to four substantial findings: (1) research on teacher educators is an emerging field of educational studies that have experienced a progressive increase since the 2000s; (2) scientific publications in this field are produced by a small group of researchers from the USA, Australia, Canada, several European, and few Asian countries through collaborative research networks; (3) research on teacher educators is primarily spread in general teacher education journals; (4) the main topics regarding teacher educator research area are: professional development, professional identity, works, and practices.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85627959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children’s literature is ubiquitous in Australian classrooms with picture books playing a particularly important role in early childhood classrooms. Teachers use children’s literature to teach early literacy concepts including vocabulary and to help children learn about the world and their identity. Historically, the majority of children’s literature has featured White characters and perspectives, excluding many children from seeing themselves and their lives reflected in books. The aim of this study was to explore how an assessment task that asked preservice teachers (PSTs) to select an underrepresented aspect of children’s literature, locate books on that topic, and reflect upon their own reading experiences as a child, could change their attitudes towards future classroom practice. Reflections from 40 PSTs revealed that many PSTs had not previously considered the experiences of children whose lives were not mirrored in books, the need for authentic texts written by people who identified as members of diverse groups, or the importance of diversity in children’s literature. Recommendations for teacher education programs in increasingly multicultural Australia are discussed.
{"title":"Books That Tell My Story: Transforming the Attitudes of Australian Preservice Teachers Towards Children’s Diverse and Multicultural Literature","authors":"Kym Simoncini, Hilary Smith, Lara Cain-Gray, Darlene Sebalj","doi":"10.14221/ajte.2022v47n9.6","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n9.6","url":null,"abstract":"Children’s literature is ubiquitous in Australian classrooms with picture books playing a particularly important role in early childhood classrooms. Teachers use children’s literature to teach early literacy concepts including vocabulary and to help children learn about the world and their identity. Historically, the majority of children’s literature has featured White characters and perspectives, excluding many children from seeing themselves and their lives reflected in books. The aim of this study was to explore how an assessment task that asked preservice teachers (PSTs) to select an underrepresented aspect of children’s literature, locate books on that topic, and reflect upon their own reading experiences as a child, could change their attitudes towards future classroom practice. Reflections from 40 PSTs revealed that many PSTs had not previously considered the experiences of children whose lives were not mirrored in books, the need for authentic texts written by people who identified as members of diverse groups, or the importance of diversity in children’s literature. Recommendations for teacher education programs in increasingly multicultural Australia are discussed.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79665911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.14221/ajte.2022v47n9.1
I. Jugović, Ana Maskalan, T. P. Ivanec
The aim of this study was to explore gender differences in motivation for choosing teaching as a profession and perceptions of men’s demotivation for the choice of this profession. 279 preservice subject teachers from the University of Zagreb, Croatia, filled in the FIT-Choice Scale (Watt & Richardson, 2007) and the Demotivation of Men for Teaching Career Choice Scale. Results revealed that, regardless of their gender, preservice subject teachers were primarily motivated by the intrinsic and social utility values of teaching, while specific gender differences imply the importance of the role of social factors in men’s choice of this career. Low status of the teaching profession was perceived as the dominant reason for demotivation of men to choose it. Women were more likely than men to assume that men are demotivated to choose teaching because it is a “women’s profession”. Policy implications of findings on men’s (de)motivation for teaching are discussed.
{"title":"Gender Differences and Motivation for The Teaching Profession: Why Do Men Choose (Not) To Teach?","authors":"I. Jugović, Ana Maskalan, T. P. Ivanec","doi":"10.14221/ajte.2022v47n9.1","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n9.1","url":null,"abstract":"The aim of this study was to explore gender differences in motivation for choosing teaching as a profession and perceptions of men’s demotivation for the choice of this profession. 279 preservice subject teachers from the University of Zagreb, Croatia, filled in the FIT-Choice Scale (Watt & Richardson, 2007) and the Demotivation of Men for Teaching Career Choice Scale. Results revealed that, regardless of their gender, preservice subject teachers were primarily motivated by the intrinsic and social utility values of teaching, while specific gender differences imply the importance of the role of social factors in men’s choice of this career. Low status of the teaching profession was perceived as the dominant reason for demotivation of men to choose it. Women were more likely than men to assume that men are demotivated to choose teaching because it is a “women’s profession”. Policy implications of findings on men’s (de)motivation for teaching are discussed.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78192742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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