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How to get more people into teaching? Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career
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Gorard, Stephen , See, Beng Huat and Morris, Rebecca (2022) How to get more people into teaching? Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career. Education Sciences, 12 (11). 767. doi:10.3390/educsci12110767 ISSN 2227-7102.
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Official URL: http://dx.doi.org/10.3390/educsci12110767
Abstract
Understanding people’s perceptions of teaching as an occupation, and their motivation or otherwise to teach, can help identify which initiatives/policies are most promising in improving teacher recruitment. Previous studies have often sought only the views of teachers/teacher trainees to understand why people choose teaching as a career. Recruitment strategies based on evidence from such research are therefore only appealing to those who are already interested in teaching. It is the views of those who might otherwise have gone into teaching that can provide better clues to what we can do to get more people into teaching. This paper compares the views of 4469 undergraduate students and 788 trainee teachers in England. Our analysis goes beyond the usual approach by comparing young people completely uninterested in teaching, those who considered teaching but rejected it, those intending to be teachers, and those already in training. Our study found little or no difference between prospective teachers and others in terms of generic career drivers and the attraction of financial incentives, although prospective teachers tended to have lower levels of qualifications and to come from less prestigious occupational backgrounds. However, those not planning to be teachers are much less concerned about teachers’ workload, suggesting that this is probably not a great deterrent for those considering teaching. Compared to those who intend to be teachers, those who have considered but rejected teaching are less likely to view teaching as intellectually stimulating. They are least likely to see teaching as a high-status profession, offering good promotion prospects and job security. Policies to improve recruitment need to make teaching more attractive to the second group by addressing these issues. Additionally, these policies should be distinct from policies to retain existing teachers.
Item Type: | Journal Article | ||||||
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Subjects: | L Education > LB Theory and practice of education | ||||||
Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||
Library of Congress Subject Headings (LCSH): | Teachers -- Recruiting -- Great Britain, Teachers -- Supply and demand -- Great Britain, Teachers -- Training of , Teaching -- Vocational guidance, Teachers -- Employment | ||||||
Journal or Publication Title: | Education Sciences | ||||||
Publisher: | M D P I AG | ||||||
ISSN: | 2227-7102 | ||||||
Official Date: | 27 October 2022 | ||||||
Dates: |
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Volume: | 12 | ||||||
Number: | 11 | ||||||
Article Number: | 767 | ||||||
DOI: | 10.3390/educsci12110767 | ||||||
Status: | Peer Reviewed | ||||||
Publication Status: | Published | ||||||
Access rights to Published version: | Open Access (Creative Commons) | ||||||
Date of first compliant deposit: | 29 November 2022 | ||||||
Date of first compliant Open Access: | 29 November 2022 | ||||||
RIOXX Funder/Project Grant: |
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