【導(dǎo)讀】本研究以斐濟(jì)的托卡師范學(xué)院的學(xué)員為例，對選擇小學(xué)教師作為職業(yè)的動機進(jìn)行了。院進(jìn)行學(xué)習(xí)的原因。斐濟(jì)教育界的贊賞。勞托卡師范學(xué)院成立于1977年，為第二政府擁有的小學(xué)教師的教育機構(gòu)。機構(gòu)的作用是提供在職培訓(xùn)，未經(jīng)培訓(xùn)的教師和在職教師進(jìn)修課程。然而，師范學(xué)院在。1981年被迫因為長期護(hù)理服務(wù)的責(zé)任而關(guān)閉，以接管前培訓(xùn)小學(xué)教師。的政府的首要教師教育機構(gòu)。采用數(shù)據(jù)收集法與問卷調(diào)查法，這兩個部分的調(diào)查確定了教師加入教學(xué)專業(yè)的理由。第一部分包括16個報表調(diào)查了有關(guān)進(jìn)入教師行列的動機。受訪被要求對每個語句進(jìn)。行態(tài)度評價，對應(yīng)為李克特尺度上的五點。這有助于確定推動學(xué)生進(jìn)入教師領(lǐng)域的最高。次認(rèn)為教師有很高的地位。的教學(xué)生涯確定了這項研究，并指出大部分學(xué)員可被視為'傳統(tǒng)主義'。兒童被認(rèn)為是最常見的影響學(xué)員決定加入小學(xué)教師的因素。觀察自己的老師，被調(diào)查者可能形成一個積極的印象，將是他們的教學(xué)生涯的選擇。

　　

【正文】 at parents, family and teachers had somewhat smaller influence than the trainee’s own notions of the profession. But when all these people were considered as the ‘significant others’ who could influence a person to choose teaching as a career, there seems to be some definite influence on the choice of teaching as a career. This is evident in the ranking of parents, peers and their teachers’ influence as second in the responses to the openended question. In a general sense, teacher trainees view that profession as having ‘a(chǎn) valuable role to play in society’. This view ranked the first in the responses to the closedended questionnaire. However, at the level of the munity this is not translated into a desire to help the munity as evident in the seventh ranking in the openended question. Overall the responses gathered from the preservice teachers through openended and closedended items show their appreciation for the teaching service in Fiji. Implications of the findings The results from this study on ‘motivation to join the teaching profession’ are important and therefore warrant attention from the relevant stakeholders. Given that a large proportion of student teachers demonstrated an appreciation for the teaching profession, the authorities concerned should not be placent but try to further strengthen those areas identified in the study to make the profession more attractive, such as better pay. The results confirm that a small proportion of student teachers seemed to lack interest in the teaching career. Such students may not take things seriously during their professional preparation and later may not demonstrate strong mitment to the teacher’s world of work. Lecturers at the College could use appropriate means to mould these students so that they bee interested in the profession. The whole training programme, that is, the courses, facilities, equipment, teaching experience, etc. should be such that they further motivate the trainees to adequately prepare themselves for the teaching profession. To ensure better quality teachers entering the profession, the policies governing recruitment of trainees could be further streamlined to ensure that only those who are really motivated are admitted into the preservice programme at the College. The Careers Section of the Ministry of Education could devise appropriate instruments to collect relevant data on the student teachers before offering them a place at the College. This would be a proactive move to eliminate those not interested in the profession. Also the literature demonstrates that selection should be an ongoing educational process rather than a oneshot exercise at the initial point of entry to the programme (Haberman amp。 Stint, 1973). Because teachers play a crucial role in the lives and learning of children and munities, it is important to consider the sort of people we would like to have in the teaching profession, especially at the primary school level. Not only wellqualified students but also those with suitable qualities are needed, people who would help contribute positively in the development of basic education. 指導(dǎo)教師評語： 簽名： 年 月 日 備注：畢業(yè)論文、開題報告、文獻(xiàn)綜述封面填寫要求：漢字用宋體，三號，阿拉伯?dāng)?shù)字用 Times New Roman字體，三號，日期格式為： 20210512，字體 Times New Roman，三號，對齊方式為橫線居中。