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The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England
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George, Sindu and Thornby, John Albert (2023) The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England. British Educational Research Journal . doi:10.1002/berj.3887 ISSN 1469-3518. (In Press)
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Official URL: http://doi.org/10.1002/berj.3887
Abstract
Why teachers choose their career has been a popular topic of research in many contexts since the introduction of the FIT-Choice framework by Watt and Richardson in 2007 to study teacher motivations. Although altruistic motivations have been identified as the common driving factor behind preservice teachers' (PSTs') decision to enter the field, there are other motivational factors—such as teaching being a career that fits well with family commitments, or choosing teacher education as a ‘fallback’ option—that are widely reported in different contexts. The introduction of incentives for student teachers in certain subjects has been subject to media criticism in England as promoting ‘bursary tourism’. This study investigates the career entry motivations and teaching perceptions of PSTs from a university that is one of the key teacher education providers in the country, using the FIT-Choice framework. The paper discusses the findings (N = 115), including validation of the FIT-Choice scale, collecting data on 12 motivations and six perceptions, along with preliminary findings. It was identified that intrinsic career values were the highest rated motivation, followed by altruistic values such as the desire to make a social contribution and being a part of shaping the future of children and adolescents. Perceived abilities were also rated higher, while personal utility values and task returns— including monetary rewards—were rated very low. While the participants agreed that the job is professionally and emotionally demanding, it was promising to note that they were highly satisfied with their career choice, implicitly indicating their intention to continue in the teaching profession. Gender differences, along with field of study and training pathway differences in motivations and teaching perceptions are also discussed, with practical implications.
| 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 -- Training of, Teachers -- Training of -- England, Teaching -- Vocational guidance , Teachers -- Job satisfaction, Teacher morale, Teachers -- Recruiting , Teacher turnover, Teachers -- Selection and appointment | ||||||||
| Journal or Publication Title: | British Educational Research Journal | ||||||||
| Publisher: | Wiley | ||||||||
| ISSN: | 1469-3518 | ||||||||
| Official Date: | 1 November 2023 | ||||||||
| Dates: |
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| DOI: | 10.1002/berj.3887 | ||||||||
| Status: | Peer Reviewed | ||||||||
| Publication Status: | In Press | ||||||||
| Access rights to Published version: | Open Access (Creative Commons) | ||||||||
| Copyright Holders: | © 2023 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. | ||||||||
| Date of first compliant deposit: | 2 August 2023 | ||||||||
| Date of first compliant Open Access: | 2 August 2023 | ||||||||
| RIOXX Funder/Project Grant: |
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