Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education

摘要

The authors first ask to what extent future teachers in Germany endorse teaching motivations indicated by the FIT-Choice scale. This includes reporting on the confirmatory factor analysis they carried out to examine and to replicate the FIT-Choice scale structure in the specific cultural context of Germany with a sample of 1287 preservice teachers. Secondly, they investigate the relationship between future teachers' teaching motivations and their general pedagogical knowledge (GPK) using a subsample of 130 preservice teachers whose GPK was tested twice. Here the authors examine effects of preservice teachers' motivations for choosing teaching on their GPK. Among other findings of our study (1) the FIT-Choice instrument's factor structure is replicated, (2) the motivation profile typical for preservice teachers in Germany is replicated, (3) evidence is provided that intrinsic motivation is positively correlated, whereas extrinsic motivation is negatively correlated, with GPK at the first occasion of measurement, (4) extrinsic motivation has a positive effect on learning gain, whereas intrinsic motivation has not.View full textDownload full textKeywordsmotivation, preservice teachers, teacher education, general pedagogical knowledgeRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/1359866X.2012.700045