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SUMMARY:Profiling &quot\;Types&quot\; of Beginning Teachers and their Diff
 erent Teaching Motivations - Dr Paul Richardson &amp\; Associate Professor
  Helen Watt\, Faculty of Education Monash University\, Australia
DTSTART:20090818T100000Z
DTEND:20090818T113000Z
UID:TALK19532@talks.cam.ac.uk
CONTACT:Lyndsay
DESCRIPTION:The professional plans\, satisfaction levels\, demographic cha
 racteristics\, perceptions and motivations of different teacher types were
  investigated among graduate-entry primary and secondary teacher education
  candidates from three Australian universities in our ongoing large-scale 
 and longitudinal "FIT-Choice" research program. In this study\, participan
 ts provided quantitative and qualitative survey data at two time-points: a
 t their entry to teacher education\, and immediately prior to completion o
 f their qualification. Teacher types were classified using cluser analysis
  on the basis of their exit levels of planned effort and persistence withi
 n the teaching profession\, and their professional development and leaders
 hip aspirations via the PECDA Scale (Watt & Richardson\, 2008). Three dist
 inct types were identified: "highly engaged persisters"\, highly engaged s
 witchers"\, and "lower engaged desisters". Differences in motivations for 
 having chosen teaching as a career\, perceptions about the profession\, an
 d career intentions were contrasted for the three types\, and demographcis
  characteristics compared. In light of our findings\, teacher education an
 d teacher employing authorities need to take seriously the different types
  of beginning teachers having different levels of engagement and planned c
 areer trajectories. Educators and employers must go beyond the assumption 
 that a person coming into teacher education and into a career in teaching 
 hold with a traditional lifetime career model of job security founded on i
 ncremental age-related advancement and loyalty to the profession. For begi
 nning teachers\, their different profiles of goals\, commitments\, plans\,
  and aspirations will inevitably lead to different pathways of professiona
 l identity and development.
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ
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