The Factors Influencing Teaching (FIT)-Choice scale in a Dutch teacher education program

This study examined the suitability of the FIT-Choice scale in a Dutch educational context among two cohorts of preservice teachers (Ns = 62, 89), surveyed at the end and the beginning of their one-year program respectively. The relationships between the motivations for becoming a teacher and concur...

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Bibliographic Details
Published in:Asia-Pacific journal of teacher education Vol. 40; no. 3; pp. 249 - 269
Main Authors: Fokkens-Bruinsma, Marjon, Canrinus, Esther T.
Format: Journal Article
Language:English
Published: Abingdon Taylor & Francis 01.08.2012
Routledge
Taylor & Francis Ltd
Subjects:
Beginning teachers
Career Choice
Children
Commitment (Psychology)
Commitments
Comparative analysis
Correlation
Dutch language
Factor Analysis
Factors Influencing Teaching Choice (FIT-Choice)
FIT-Choice framework
Foreign Countries
Higher education
Learning
Learning environment
Learning Experience
Measures (Individuals)
Motivation
motivation for becoming a teacher
Netherlands
Preservice Teacher Education
Preservice Teachers
Prior Learning
professional commitment
Self Concept
Social factors
Social Influences
Student Teacher Attitudes
Student teachers
Teacher attitudes
Teacher education
Teacher Education Programs
Teacher Motivation
Teaching
Teaching Experience
Netherlands
ISSN:1359-866X, 1469-2945
Online Access:Get full text
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Summary:This study examined the suitability of the FIT-Choice scale in a Dutch educational context among two cohorts of preservice teachers (Ns = 62, 89), surveyed at the end and the beginning of their one-year program respectively. The relationships between the motivations for becoming a teacher and concurrent commitment were examined, as well as the differences between the two cohorts. The factor analyses were consistent with the original FIT-Choice structure. The main motivation for becoming a teacher was the self-perception of teaching-related ability. Affective commitment was predicted by the motivations of teaching ability, working with children, prior teaching and learning experiences, and time for family, as well as satisfaction with the choice of teaching and perceived task demand. Lastly, preservice teachers at the end of their teacher education considered social influences and teaching ability to be more important motivations for becoming a teacher.
Bibliography:Refereed article. Includes bibliographical references. Appendix.
Asia-Pacific Journal of Teacher Education; v.40 n.3 p.249-269; August 2012
Special themed issue : Teaching Motivations in Different Countries: Comparisons Using the Fit-Choice Scale.
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ISSN:1359-866X
1469-2945
DOI:10.1080/1359866X.2012.700043