ABSTRACT

Many countries face mathematics and science teacher shortages. There is a need for greater knowledge about eligible individuals’ potential interest to teach and career motivations. We explored career motivations and interest in a teaching career, among 470 tertiary mathematics and science students from four Australian universities. Students with high interest in teaching were distinguished from those with low interest, by high ‘altruistic’ motives, positive prior experiences, career progression prospects, family flexibility and working in a team. They also held more positive perceptions of the status, salary and expertise of teaching. Policy initiatives likely to attract them into teaching were identified, of which those most endorsed were jobs combining teaching with other work, increased permanency and salary, and paid study leave.

摘要

许多国家面临数学和科学教师短缺的问题。需要更多地了解符合资格的个人对教学的潜在兴趣和职业动机。我们对来自四所澳大利亚大学的 470 名数学和科学专业学生的职业动机和对教学职业的兴趣进行了调查。对教学兴趣高的学生与兴趣低的学生的区别在于高度的“利他”动机、积极的先前经验、职业发展前景、家庭灵活性和团队合作。他们对教学的地位、薪资和专业知识也抱有更积极的看法。确定了可能吸引他们从事教学工作的政策举措，其中最受认可的是将教学与其他工作结合起来的工作、增加永久性和工资以及带薪学习假。