Growing Minds: On Becoming a Teacher

Academic self-efficacy, academic amotivation, attitude toward the teaching profession, and classroom management anxiety are four of the most significant factors for both teacher training and performance because these psychological and behavioral constructs are first developed during the initial training, and reflect on the actual teaching quality of teachers. Therefore, investigation into their development and relationships, particularly with regard to prospective teachers, is significant both for the theory and practice of teaching. Hence, the current study aims to explore the casual relationships between these variables with a sample of prospective mathematics teachers, using the structural equation modelling (SEM). The participants were selected using simple random sampling method from prospective mathematics teachers studying at educational faculties of seven universities in different regions of Turkey. The data were collected using the academic amotivation scale, academic self-efficacy scale, attitude toward the teaching profession scale, classroom management anxiety scale, and a personal information form developed by the researchers. Data obtained from 581 participants were analyzed using path analysis. The findings showed that prospective mathematics teachers had a positive attitude toward the profession, and were eager to teach. Their academic self-efficacy predicted their attitude toward the teaching profession. Similarly, prospective mathematics teachers’ attitude toward the teaching profession correlated negatively with their academic amotivation. In other words, as prospective mathematics teachers’ attitude scores toward the profession increased, their academic amotivation scores decreased. However, prospective mathematics teachers had a high level of classroom management anxiety. Interestingly, prospective mathematics teachers with a positive attitude toward the profession experienced higher levels of classroom management anxiety. The findings mostly supported previous results in the literature. Implications were suggested both for teacher training and practice of quality teaching.

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Assessment of the Relationships between Prospective Mathematics Teachers’ Classroom Management Anxiety, Academic Self-Efficacy Beliefs, Academic Amotivation and Attitudes toward the Teaching Profession Using Structural Equation Modelling

Questions concerning the abilities and background experiences of prospective teachers dominate the recent professional litera ture. Book, Freeman and Brousseau shed additional light on this topical area. A comparison of the academic and social back grounds and the bases for career decisions of teaching and non- teaching majors at a major university indicates that students choosing teaching as a career (a) are as academically competent as their non-teaching counterparts (b) are more concerned about helping others and (c) are less concerned about salaries.

/pdf/comparing-academic-backgrounds-and-career-aspirations-of-1x49ec6op3.pdf

Comparing Academic Backgrounds and Career Aspirations of Education and Non-Education Majors. Research and Evaluation in Teacher Education. Program Evaluation Series No. 2.

Teacher persistence has been a growing issue in recent decades. This raises the problem of the sustainability of the teaching workforce, the professionalism of working teachers and preserving the q...

To stay or not to stay: an empirical model for predicting teacher persistence

In this article, we focus on the current issue of teaching career chosen by the young people in Russia. To explore the topic we present a survey aimed at analyzing students’ motivation to choose teaching as their future profession. Our research was conducted on the basis of Minin Nizhny Novgorod State Pedagogical University (Russia), the survey involved 78 Bachelor and Master Degree students majoring in English as a foreign language. In the first stage we research students’ motivation presented by its components, namely, motives, aims, emotions and interest. The findings demonstrate the cognitive motive as a leading one for 82% students, while 18% of students are socially motivated. 60% of students are persistent in reaching the goal, 25% is in need of extra motivation not to backtrack in case of failures, 15% - tries to find various reasons to refuse from a difficult task. 65% has a low level of overall emotional well-being. 33% is subject to lose interest in the activity facing difficulties. These results let us notice the change in students’ motivation to choose teaching career throughout their years of studying. They show a constant decline in the number of highly-motivated students from the first year of studying being 75% with the absence of low level of motivation, with only 50% of senior and graduate students being highly-motivated and 10% considering teaching unattractive. There should be found reasons why highly-motivated students lose their enthusiasm to choose teacher career and means of fostering their motivation.

Research on Teacher Career Motivation in the Russian Pedagogical University Context

The general ageing of population is reflected at schools similarly to the society as a whole. The average age of teachers is growing and young people do not find the teaching career attractive enough to pursue. This is leading to the situation where the schools may lack teachers in 10-15 years’ time. The aim of the current study was to explore the 18-19-year-old students’ perceptions and attitudes to the teaching profession in the case of Estonia. 275 students were questioned to explore the popularity of the teaching profession. The results revealed that although the students value teachers’ job highly, they consider it a hard, underpaid and lowchallenging job. © 2016 Published by Future Academy www.FutureAcademy.org.uk

The Students’ Perceptions and Attitudes to Teaching Profession, the Case of Estonia

The implementation of the European Union’s Erasmus Plus (E+) Program has resulted in the possibility of joint initiatives across-borders led by teachers of English as a Foreign Language (EFL), who can bring classroom practice closer to education as a key area for employability and prepare students for work and communication in multicultural and multilingual settings. Thus, a novel context for project-based learning (PjBL) has emerged, which allows for experimentation, innovation, and research in the classroom. To illustrate this concept, Project Estonia is presented in this paper, introducing interconnected project work to provide a purposeful, real-world experience that extends the classroom setting beyond national frontiers.

pdf/a-novel-context-for-project-based-learning-17qhctsx.pdf

A Novel Context for Project-Based Learning

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The Students’ Perceptions and Attitudes to Teaching Profession, the Case of Estonia

A Novel Context for Project-Based Learning