Motivation to become a preschool teacher
- Year of publication: 2016
- Source: Show
- Pages: 181-192
- DOI Address: https://doi.org/10.15804/tner.2016.43.1.15
- PDF: tner/201601/tner20160115.pdf
The purpose of the presented research was to find out which external and internal considerations and life experience motivate students for acquiring university education for the teaching profession to major in preschool teaching. Data collection was based on the method of unstructured interview on a given theme. Evaluation was based on coding. The presented factors are external factors of the “people” category. Every category is divided into sub-categories and the subcategories are further subdivided to subgroups on the basis of the nature of the incentive. Young people were mainly affected in their decision-making by their mother, her professional and private behaviour, by positive stimuli from their grandmothers, aunts and children. Fathers were not mentioned as actors in making this kind of decision. The most frequently mentioned human factor was represented by female teachers on different levels of education and from different school types. The discouraging factors included schoolmates. Children and schoolmates were newly identified considerations.
REFERENCES:
- Burkovičová, R. (2004). Motivovanost studentu k učitelství při vstupu do studia. In: Příprava učitelů pro primární vzdělávání v ČR a budoucí plánování scénářů v Evropě. Students‘ motivation to teaching upon start of studies. In: Preparation of teachers for primary education in the Czech Republic and future scenario planning in Europe. Ostrava: Pedagogická fakulta Ostravské univerzity, 73-86.
- Čáp, Jan. (1997). Psychologie výchovy a vyučování. Psychology of education and teaching. Praha: Univerzita Karlova.
- Čáp, J., & Mareš, J. (2001) Psychologie pro učitele. Psychology for Teachers. Praha: Portál.
- Faltýnková, M., Smetanová, V. (2015). Motivovanost k výkonu učitelského povolání v souvislosti s osobnostními předpoklady studentů v kontextu teorie Johna L. Hollanda. Motivation to exercise teaching profession in connection with personalities of students in the context of John L. Holland’s theory. In Lifelong Learning-celoživotní vzdělávání, roč. 5, č. 2, s. 134-147.
- Havlík, R. (1995). Motivace k učitelskému povolání. Motivation to teaching profession. Pedagogika, 45, 2, 154-164.
- Hřebíček, L. (1995). Profesní vývoj adeptů učitelství. Professional growth of teaching adepts. Pedagogická orientace, 17-18, 70-77.
- Kariková, S. (2004). Špecifiká profesijnej dráhy učiteliek. Specifics of female teachers‘ career. Prešov: Metodickopedagogické centrum.
- Kasáčová, B. (1996). Očakávania a predstavy študentov učiteľstva 1. stupňa ZŠ a ich postoje k pedagogicko-psychologickej príprave. Expectations and ideas of students of teaching for the first level of primary schools and their attitudes towards pedagogical and psychological preparation. Pedagogická revue, 48, 7-8, 311-317.
- Kloknerová, M. (2010). Čo ma motivovalo k štúdiu učitelstva? In Vysokoškolský učiteľ – vzdelavateľ učiteľov. What has motivated me to study teaching? In College professor – educator of teachers.Trnava: UCM, 174-181.
- Pravdová, B. (2015). Chtěná a nechtěná profesní Já studentů 2. ročníku pedagogické fakulty. Wanted and unwanted Is of students of the 2nd grade of Faculty of Pedagogy. Pedagogika, LXV (2), 163-175.
- Skibska, J. (2012). Nauczyciel przedszkola i edukacji wczesnoszkolnej-świadomy wybór czy początek innej drogi zawodowej-komunikat z badań. Teacher at nursery school and first level of primary school-wilful choice or beginning of other professional career-research study. Academic research cognition areas. Social pedagogy. Topics for discussions in the 21st century. In Obszary akademickiej wiedzy naukowej. Pedagogika społeczna. Tematy do dyskusji na XXI wiek. Poznań: ALTUS, 139-149.
- Strauss, A.; & Corbinová, J. (1999). Základy kvalitativního výzkumu. Basics of Qualitative Research. Boskovice: Nakladatelství Albert.
- Švaříček, R., & Šeďová, K. a kol. (2007). Kvalitativní výzkum v pedagogických vědách. Qualitative Research in Educational Sciences. Praha: Portál.