教育專業(yè)畢業(yè)論文外文翻譯--對(duì)于進(jìn)入基礎(chǔ)教育專業(yè)領(lǐng)域的動(dòng)機(jī)研究-教育教學(xué)-文庫吧資料
2025-01-27 11:48本頁面
【正文】 ofession. 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。 influence from parents 。 can take up leadership roles in the munity 。 fondness to work with children。 and easy to study and pass the training programme. Discussion: The four categories of students mentioned by Marshall, Sears and OtisWilborn (1987) in relation to their decision to make teaching their career were also identified in this study. It was noted that a large proportion of trainees could be considered ‘traditionalists’. The trainees’ ratings for each statement (Table 1) indicated that they were serious about taking up teaching. They indicated a positive impression of teaching such as: teaching is a valuable role to play in our society 。 convenient for the caring of family。 short working day。 cheap training。 Singh, 1993). It is vital to investigate and determine the cause of this and to what extent there is an appreciation for the teaching profession in Fiji. Specifically, the study explores preservice teachers’ motivations for pursuing a primary teaching career. The following research question guided the study: What are the entrants’ motivations for choosing teaching as their career? Study context: Lautoka Teachers’ College (LTC) was established in 1977 as the second government owned primary teacher education institution. Specifically this institution’s role was to provide inservice training for untrained teachers and refresher courses for practising teachers. However, the closure of Nasinu Teachers College in 1981 forced LTC to take over responsibility of preservice training of primary teachers. It now remains the only government primary teacher education institution in Fiji. Research methods The datagathering method involved a questionnaire survey. The twopart survey determined teachers’ reasons for joining the teaching profession. This was used with student teachers that were recently admitted into the preservice teacher education program. A survey was considered an effective means of gathering data from a large sample (Gay, 1992). Rank STATEMENTS I would like to be a teacher because: 1 I think teaching has a valuable role to play in society 2 I believe teachers have a high status in our society 3 I like children 4 As a teacher there are opportunities to work closely with the munity 5 I like sharing information with others 6 Teachers can take up leadership roles in the munity 7 Teaching is a learned profession 8 My parents would like me to be a teacher 9 I can not think of anything else to do 10 I think it will be a satisfying job 11 The job of a teacher is very secure 12 The profession is well paid 13 I like to have authority 14 The working day is short 15 I like the idea of long holidays 16 My mother/father/brother/sister is a teacher The trainees were asked to list and ment on the two reasons from the
法律信息相關(guān)推薦
鄂ICP備17016276號(hào)-1