教育專業(yè)畢業(yè)論文外文翻譯--對于進(jìn)入基礎(chǔ)教育專業(yè)領(lǐng)域的動機(jī)研究-教育教學(xué)(參考版)
2025-01-23 11:48本頁面
【正文】 。 OtisWilborn, 1994). Once the trainees bee fullyfledged teachers, they are more likely to be dedicated to their work. Also they would work well with children to enhance their learning outes. ‘Influence from close family members and teachers’ followed ‘liking for children’ in the free response section. Observing their own teachers, entrants may have formed a positive impression that teaching would be their career of choice. A relatively small proportion of trainees in the sample was not eager to join the profession and had nonaltruistic motives for joining the teaching force. For example, some were using the College as a ‘stepping stone’ to more lucrative jobs or to ‘enjoy long holidays’. A small proportion of students stated: ‘I cannot think of anything else to do’, ‘I like to have authority’, ‘I like the idea of long holidays’. A student with such reasons may not possess the attributes befitting a teacher or the teaching profession as a whole. It is possible that these students did not initially consider undertaking primary teacher training programme at LTC. Instead their priority may have been to enrol for training or educational programmes offered by other tertiary institutions and when these institutions did not accept them, they had no other option but to join LTC. As mentioned earlier, some of the data collected in the closedended questions were followed up to gain a more indepth understanding of particular items of interest to the researcher. It was found that 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 pr
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