nach oben

Educational Research for Policy and Practice

Erschienen in:

31.12.2016 | Original Article

A quantitative investigation of prospective teachers’ hopes and their motivational forces

verfasst von: Altay Eren, Amanda Yeşilbursa

Erschienen in: Educational Research for Policy and Practice | Ausgabe 3/2017

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

The present study aimed to investigate the diverse aspects of prospective teachers’ dispositional hopes, teaching-specific hopes, and their sources, as well as to explore whether these would significantly predict their preparation for the teaching profession. A total of 851 prospective teachers voluntarily participated in the study. A series of confirmatory factor analyses, multiple regression analyses, and structural equation modeling analyses were conducted to answer the research questions appropriately. The results showed that prospective teachers’ dispositional hopes can be examined based on four factors (i.e. active hope, passive hope, internal sources, and external sources), whereas their teaching-specific hopes can be examined based on seven factors (i.e. student motivation, student development, student achievement, teaching, relationships with students, internal sources, and external sources). The results also demonstrated that the teaching-specific hopes in relation to student development, relationships with students, teaching, and their external sources significantly motivated prospective teachers to be involved in a number of activities related to teaching during teacher education.

Vorheriger Artikel Shared teaching culture in different forms: a comparison of expert and novice teachers’ practices

Nächster Artikel The effect of working condition on math teacher effectiveness: value-added scores and student satisfaction in teaching

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Nur mit Berechtigung zugänglich

Adelabu, D. H. (2008). Future time perspective, hope, and ethnic identity among African American adolescents. Urban Education, 43(3), 347–360.CrossRef

Arbuckle, J. L. (2011). IBM SPSS Amos 20 user’s guide. Crawfordville: Amos Development Corporation.

Averill, J. R., Catlin, G., & Chon, K. K. (1990). Rules of hope. New York, NY: Springer.CrossRef

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

Bernardo, A. B. I. (2010). Extending hope theory: Internal and external locus of trait hope. Personality and Individual Differences, 49, 944–949.CrossRef

Birmingham, C. (2009). The disposition of hope in teaching. Teacher Education Quarterly, 36(4), 27–39.

Bullough, R. V. (2011). Hope, happiness, teaching, and learning. In C. W. Day & C.-K. Lee (Eds.), New understandings of teacher’s work. Professional learning and development in schools and higher education (pp. 15–30). New York, NY: Springer.

Bullough, R. V., & Hall-Kenyon, K. M. (2011). The call to teach and teacher hopefulness. Teacher Development, 15(2), 127–140.CrossRef

Bullough, R. V., & Hall-Kenyon, K. M. (2012). On teacher hope, sense of calling, and commitment to teaching. Teacher Education Quarterly, 39(2), 7–27.

Burnham, K. P., & Anderson, D. R. (2002). Model selection and multimodel inference: A practical information-theoretic approach. New York, NY: Springer.

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255.CrossRef

Collinson, V., Killeavy, M., & Stephenson, H. J. (2000). Hope as a factor in teachers’ thinking and classroom practice. In C. W. Day & D. van Veen (Eds.), Educational research in Europe: Yearbook 2000 (pp. 21–35). Leuven: Garant Publishers and European Educational Research Association.

Conway, P. F., & Clark, C. M. (2003). The journey inward and outward: A re-examination of Fuller’s concern-based model of teacher development. Teaching and Teacher Education, 19, 465–482.CrossRef

Council of Higher Education. (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982–2007) [Teacher education and faculties of education (1982–2007)]. Ankara: Council of Higher Education.

Çakıroğlu, E., & Çakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253–264.CrossRef

Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.

Deed, C., Cox, P., & Prain, V. (2011). Enablers and constraints in achieving integration in a teacher preparation program. Australian Journal of Teacher Education, 36(8), 74–92.CrossRef

Deniz, S., & Şahin, N. (2006). The restructuring process of teacher training process in Turkey: A model of teacher training based on post-graduate education (PGCE). Journal of Social Sciences, 2(1), 21–26.CrossRef

Du, H., & King, R. B. (2013). Placing hope in self and others: Exploring the relationships among self-construals, locus of hope, and adjustment. Personality and Individual Differences, 54, 332–337.CrossRef

Erarslan, L., & Çakıcı, D. (2011). Pedagojik formasyon programı öğrencilerin öğretmenlik mesleğine yönelik tutumları [Pedagogical formation program students’ attitudes toward the teaching profession]. Kastamonu Education Journal, 19(2), 427–438.

Eren, A. (2012). Prospective teachers’ future time perspective and professional plans about teaching: The mediating role of academic optimism. Teaching and Teacher Education, 28, 111–123.CrossRef

Eren, A. (2014). Uncovering the links between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching: A mediation analysis. Social Psychology of Education, 17, 73–104.CrossRef

Eren, A., & Coşkun, H. (2015). Time perspectives and boredom coping strategies of undergraduate students from Turkey. Educational Research for Policy and Practice, 14, 53–75.CrossRef

Eren, A., & Yeşilbursa, A. (in press). Exploring the relationships between prospective Turkish teachers’ hopes, motivations and professional plans. In H. M. G. Watt, P. W. Richardson, & K. Smith (Eds.), Global perspectives on teacher motivation. Cambridge, UK: Cambridge University Press.

Eren, A., & Yeşilbursa, A. (submitted-for-publication). Prospective teachers’ hopes, their sources, and motivational forces.

Estola, E. (2003). Hope as work-student teachers constructing their narrative identities. Scandinavian Journal of Educational Research, 47(2), 181–203.CrossRef

Eurydice. (2012). Key data on education in Europe. Brussels: Eurydice.

Frank, J. D. (1968). The role of hope in psychotherapy. International Journal of Psychiatry, 5, 383–395.

Giersch, J. (2016). A test of personal and social utility values and the appeal of a career in teaching. Educational Research for Policy and Practice, 15, 163–173.CrossRef

Grossman, G. (2013). Developing social capital through national education: The transformation of teacher education in Turkey. In I. R. Haslam, M. S. Khine, & I. M. Saleh (Eds.), Large scale reform and social capital building (pp. 127–140). New York, NY: Routledge.

Hammerness, K. (2003). Learning to hope, or hoping to learn? The role of vision in the early professional lives of teachers. Journal of Teacher Education, 54, 43–56.CrossRef

Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching, 6(2), 151–182.CrossRef

Hooge, E., Burns, T., & Wilkoszewski, H. (2012). Looking beyond the numbers: Stakeholders and multiple school accountability. Paris: OECD Publishing.CrossRef

Kelchtermans, G. (1999). Teaching career: Between burnout and fading away? Reflections from a narrative and biographical perspective. In R. Vanderberghe & A. M. Huberman (Eds.), Understanding and preventing teacher burnout (pp. 176–191). Cambridge: Cambridge University Press.CrossRef

Kilimci, S. (2009). Teacher training in some EU countries and Turkey: How similar are they? Procedia: Social and Behavioral Sciences, 1, 1975–1980.

Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: Guilford Press.

Labaree, D. F. (2000). On the nature of teaching and teacher education: Difficult practices that look easy. Journal of Teacher Education, 51(3), 228–233.CrossRef

Lazarus, R. S. (1999). Hope: An emotion and a vital coping resource against despair. Social Research, 66(2), 653–678.

Miceli, M., & Castelfranchi, C. (2010). Hope: The power of wish and possibility. Theory and Psychology, 20(2), 251–276.CrossRef

OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD Publishing.CrossRef

OECD. (2013). Teachers’ salaries: Annual statutory salaries in public institutions. Retrieved 01 July 2015 from http://dx.doi.org/10.1781/teachsal-table-2013-1-en

OECD. (2014). Turkey-country note-education at a glance: OECD indicators. Paris: OECD Publishing.

Richardson, P. W., & Watt, H. M. G. (2016). Factors influencing teaching choice: Why do future teachers choose the career? In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (Vol. 2) (pp. 275–304). Singapore: Springer.CrossRef

Rodgers, C., & LaBoskey, V. K. (2016). Reflective practice. In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (Vol. 2) (pp. 71–104). Singapore: Springer.CrossRef

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.CrossRef

Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A reevaluation of the Life Orientation Test. Journal of Personality and Social Psychology, 67, 1063–1078.CrossRef

Snyder, C. R. (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling and Development, 73, 355–360.CrossRef

Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275.CrossRef

Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., et al. (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570–585.CrossRef

Tong, E. M. W., Fredrickson, B. L., Chang, W., & Lim, Z. X. (2010). Re-examining hope: The roles of agency thinking and pathways thinking. Cognition and Emotion, 24(7), 1207–1215.CrossRef

Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. Journal of Experimental Education, 75, 167–202.CrossRef

Williams, L. J., & Anderson, S. E. (1994). An alternative approach to method effects by using latent-variable models: Applications in organizational behavior research. Journal of Applied Psychology, 79, 323–331.CrossRef

Yeşilbursa, A. (2011). Reflection at the interface of theory and practice: An analysis of pre-service English language teachers’ written reflections. Australian Journal of Teacher Education, 36(3), 104–116.

Yüksel, İ. (2012). The current developments in teacher education in Turkey on the threshold of European Union. International Journal of Humanities and Social Science, 2(8), 49–56.

Titel: A quantitative investigation of prospective teachers’ hopes and their motivational forces
verfasst von: Altay Eren
Amanda Yeşilbursa
Publikationsdatum: 31.12.2016
Verlag: Springer Netherlands
Erschienen in: Educational Research for Policy and Practice / Ausgabe 3/2017
Print ISSN: 1570-2081
Elektronische ISSN: 1573-1723
DOI: https://doi.org/10.1007/s10671-016-9209-4

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 3/2017

The challenges of delivering public good in Arab universities: faculty perspectives

The effect of working condition on math teacher effectiveness: value-added scores and student satisfaction in teaching

Shared teaching culture in different forms: a comparison of expert and novice teachers’ practices

Assessing the productivity of schools through two “what works” inputs, teacher quality and teacher effectiveness