A STUDY OF MOTIVATIONAL FACTORS FOR PRESERVICE TEACHERS CHOICE OF TEACHING AS A CAREER

http://dx.doi.org/10.31703/grr.2020(V-IV).09      10.31703/grr.2020(V-IV).09      Published : Dec 4
Authored by : KamalUdDin , FasihaAltaf , RaimaMubashar

09 Pages : 88-95

References

  • Ahmed M. -E. R. (2012). Factors affecting initial teacher education in Pakistan: Historical analysis of policy network. International Journal of Humanities and Social Sciences. 2 (13). 104-113.
  • Akar, E. O. (2012). Motivation of Turkish Pre-service teachers to choose teaching as career. Australian Journal of Teacher Education, 37 (10), 67-84. http://ro.ecu.edu.au/ajte/vol37/iss10/5.
  • Akyol, B. (2016). Teacher self-efficacy perceptions, learning oriented motivation, lifelong learning tendencies of candidate teachers: A modeling study. Eurasian Journal of Educational Research, 65, 19-34. Doi: 10.14689/ejer.2016.65.02
  • Ali, T. (2011). Understanding how practices of teacher education in Pakistan compare with the popular theories and theories and narrative of reform of teacher education in international context. International Journal of Humanities and Social Sciences, 1(8), 208-222.
  • Bergmark, U., Lundström, S., Manderstedt, L., & Palo, A. (2018). Why become a teacher? Student teachers' perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266-281.
  • Garner, L. & Harper, H. (2003). Teaching learning and a new profession: perception of trainee teachers in the post compulsory sectors in Russia and England. Research in Post Compulsory Education, 8 (2), 141-152.
  • Government of Pakistan (1998). National education policy 1998-2010. Islamabad: Ministry of Education.
  • Government of Pakistan (2009). National education policy 2009. Islamabad: Ministry of Education.
  • Hennessy, J. & Lynch, R., (2017).
  • Kyriacou, C., Kunc. R., Stephens, P., & Hultrgren, A. (2003). Student teachers' expectations of teaching as a career in England and Norway. Educational Review, 55(3), 255-263.
  • Low, E. L., Ng, P. T., Hui, C., & Cai, L. (2017). Teaching as a career choice: Triggers and drivers. Google Scholar.
  • Mehmood, K. (2014). The silent revolution: Rethinking teacher education in Pakistan. Journal of Research and Reflection in Education, 8 (2), pp. 146-161. Lahore: University of Education Lahore.
  • Mehmood, N. (2011). A comparative study of contractual and regular teachers' professional attitude towards job satisfaction and job performance (PhD dissertation). University of the Punjab, Institute of Education and Research Lahore, Pakistan.
  • Rehman, S. & Dawood, U. (2016). A study on gender disproportionality in teacher education programs of Pakistan. Journal of Educational Science & Research, 3(2), 60-68.
  • UNESCO & ITA, (2013). Status of teachers in Pakistan.June 2, 2017 http:// unesco.org.pk/ education/ documents/2014/publications/Status_of_Teachers_in_Pakistan.pdf
  • UNESCO & USAID. (2006). Situation analysis of teacher education: Towards a strategic framework for teacher education and professional development. http://unesco.org.pk/education/teachereducation/files/sa1.pdf.
  • Wilhelm, K., Dewhurst-Savellis, J., & Parker, G. (2000). Teacher stress? An analysis of why teachers leave and why they stay. Teachers and Teaching: theory and practice, 6(3), 291-304.

References

  • Ahmed M. -E. R. (2012). Factors affecting initial teacher education in Pakistan: Historical analysis of policy network. International Journal of Humanities and Social Sciences. 2 (13). 104-113.
  • Akar, E. O. (2012). Motivation of Turkish Pre-service teachers to choose teaching as career. Australian Journal of Teacher Education, 37 (10), 67-84. http://ro.ecu.edu.au/ajte/vol37/iss10/5.
  • Akyol, B. (2016). Teacher self-efficacy perceptions, learning oriented motivation, lifelong learning tendencies of candidate teachers: A modeling study. Eurasian Journal of Educational Research, 65, 19-34. Doi: 10.14689/ejer.2016.65.02
  • Ali, T. (2011). Understanding how practices of teacher education in Pakistan compare with the popular theories and theories and narrative of reform of teacher education in international context. International Journal of Humanities and Social Sciences, 1(8), 208-222.
  • Bergmark, U., Lundström, S., Manderstedt, L., & Palo, A. (2018). Why become a teacher? Student teachers' perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266-281.
  • Garner, L. & Harper, H. (2003). Teaching learning and a new profession: perception of trainee teachers in the post compulsory sectors in Russia and England. Research in Post Compulsory Education, 8 (2), 141-152.
  • Government of Pakistan (1998). National education policy 1998-2010. Islamabad: Ministry of Education.
  • Government of Pakistan (2009). National education policy 2009. Islamabad: Ministry of Education.
  • Hennessy, J. & Lynch, R., (2017).
  • Kyriacou, C., Kunc. R., Stephens, P., & Hultrgren, A. (2003). Student teachers' expectations of teaching as a career in England and Norway. Educational Review, 55(3), 255-263.
  • Low, E. L., Ng, P. T., Hui, C., & Cai, L. (2017). Teaching as a career choice: Triggers and drivers. Google Scholar.
  • Mehmood, K. (2014). The silent revolution: Rethinking teacher education in Pakistan. Journal of Research and Reflection in Education, 8 (2), pp. 146-161. Lahore: University of Education Lahore.
  • Mehmood, N. (2011). A comparative study of contractual and regular teachers' professional attitude towards job satisfaction and job performance (PhD dissertation). University of the Punjab, Institute of Education and Research Lahore, Pakistan.
  • Rehman, S. & Dawood, U. (2016). A study on gender disproportionality in teacher education programs of Pakistan. Journal of Educational Science & Research, 3(2), 60-68.
  • UNESCO & ITA, (2013). Status of teachers in Pakistan.June 2, 2017 http:// unesco.org.pk/ education/ documents/2014/publications/Status_of_Teachers_in_Pakistan.pdf
  • UNESCO & USAID. (2006). Situation analysis of teacher education: Towards a strategic framework for teacher education and professional development. http://unesco.org.pk/education/teachereducation/files/sa1.pdf.
  • Wilhelm, K., Dewhurst-Savellis, J., & Parker, G. (2000). Teacher stress? An analysis of why teachers leave and why they stay. Teachers and Teaching: theory and practice, 6(3), 291-304.

Cite this article

APA

    APA : Din, K. U., Altaf, F., & Mubashar, R. (2020). A Study of Motivational Factors for Pre-service Teachers' Choice of Teaching as a Career. Global Regional Review, V(IV), 88-95. https://doi.org/10.31703/grr.2020(V-IV).09

CHICAGO

    CHICAGO : Din, Kamal Ud, Fasiha Altaf, and Raima Mubashar. 2020. "A Study of Motivational Factors for Pre-service Teachers' Choice of Teaching as a Career." Global Regional Review, V (IV): 88-95 doi: 10.31703/grr.2020(V-IV).09

HARVARD

    HARVARD : DIN, K. U., ALTAF, F. & MUBASHAR, R. 2020. A Study of Motivational Factors for Pre-service Teachers' Choice of Teaching as a Career. Global Regional Review, V, 88-95.

MHRA

    MHRA : Din, Kamal Ud, Fasiha Altaf, and Raima Mubashar. 2020. "A Study of Motivational Factors for Pre-service Teachers' Choice of Teaching as a Career." Global Regional Review, V: 88-95

MLA

    MLA : Din, Kamal Ud, Fasiha Altaf, and Raima Mubashar. "A Study of Motivational Factors for Pre-service Teachers' Choice of Teaching as a Career." Global Regional Review, V.IV (2020): 88-95 Print.

OXFORD

    OXFORD : Din, Kamal Ud, Altaf, Fasiha, and Mubashar, Raima (2020), "A Study of Motivational Factors for Pre-service Teachers' Choice of Teaching as a Career", Global Regional Review, V (IV), 88-95

TURABIAN

    TURABIAN : Din, Kamal Ud, Fasiha Altaf, and Raima Mubashar. "A Study of Motivational Factors for Pre-service Teachers' Choice of Teaching as a Career." Global Regional Review V, no. IV (2020): 88-95. https://doi.org/10.31703/grr.2020(V-IV).09