ABSTRACT

Teaching motivations have recently received wide research attention. The FIT-Choice model (Factors Influencing Teaching Choice) comprising different motivations and perceptions of teaching has been used in different countries to research teaching motivations. In this study, using a valid Persian language version of the FIT-Choice scale, motivations, and perceptions of the teaching of 527 Iranian student teachers were studied. Results showed that some sub-constructs of the FIT-choice model changed or merged with the Iranian sample. The sacredness of the teaching job, which was added to the scale as a separate motivation, did not form a new kind of motivation and was merged with social contribution motivation. In the new structure, social/spiritual function and ability-intrinsic value were the highest motivations, while time for family, and fallback career were the lowest motivations. Moreover, although student teachers viewed teaching as a difficult, poorly-paid job that requires expertise, they were satisfied with their choice of teaching. Results also showed that male and female, science and non-science, and undergraduate and graduate teacher education candidates had different motivations and perceptions.

摘要

教学动机最近受到了广泛的研究关注。FIT-Choice 模型（影响教学选择的因素）包括不同的教学动机和看法，已在不同国家用于研究教学动机。在这项研究中，使用有效的波斯语版本的 FIT-Choice 量表、动机和对 527 名伊朗学生教师教学的看法进行了研究。结果表明，FIT-选择模型的一些子结构发生了变化或与伊朗样本合并。教学工作的神圣性作为单独的动机被添加到量表中，并没有形成一种新的动机，而是与社会贡献动机相融合。在新的结构中，社会/精神功能和能力内在价值是最高的动机，而家庭的时间，和后备职业是最低的动机。此外，虽然学生教师认为教学是一项需要专业知识的困难、低薪工作，但他们对自己的教学选择感到满意。结果还表明，男性和女性、科学和非科学、本科和研究生教师教育候选人有不同的动机和看法。