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    MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH

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    Genre
    Thesis/Dissertation
    Date
    2016
    Author
    Torsney, Benjamin M
    Advisor
    DuCette, Joseph P.
    Committee member
    Brooks, Wanda M., 1969-
    Davis, James Earl, 1960-
    Lombardi, Doug, 1965-
    Department
    Educational Psychology
    Subject
    Educational Psychology
    Teacher Education
    Epistemic Values
    Expectancy-value Theory
    Motivation
    Teacher Education
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/4137
    
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    DOI
    http://dx.doi.org/10.34944/dspace/4119
    Abstract
    This study examined the motivations pre-service teachers possess as they progress though a teacher education program. Using Watt and Richardson’s (2007) Factors Influencing Teaching Choice (FIT-Choice) model as the theoretical underpinnings, the following research questions set the foundation for this study: 1) Do pre-service teachers’ motivation to pursue a teaching career change over the course of a teacher education program, and 2) Is there a relationship between pre-service teachers’ values and their satisfaction with their choice to pursue a teaching career? Quantitative results indicate significant drops in motivation from students’ Freshman/Sophomore year to students’ Graduate year. Qualitative results demonstrated a greater frequency of responses for social utility values, intrinsic motivation, positive prior teaching and learning experiences, career development aspirations, and epistemic values.
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