10. Teacher Education Research
Ignite Talk (20 slides in 5 minutes)
Fostering Bildung for the Heroes of Tomorrow
Runar Eikhaug, Beate Gjesdal
NLA University College, Norway
Presenting Author: Eikhaug, Runar;
Gjesdal, Beate
In this study, we present an interdisciplinary work in the form of the First Lego League (FLL) and how this way of working aligns with changes in the Norwegian Curriculum (LK20). Through our research question, "How can an FLL internship contribute to strengthening the student's programming skills and formation of their own teacher identity?” we investigate the experiences teacher-students have after their FLL internship.
First Lego Leauge
First Lego League (FLL) has been organized in Norway since 2002, and every year a new three-part mission is presented; an innovative project, a robot competition, and a technology section. “In FIRST LEGO League, students engage in hands-on STEM experiences, building confidence, growing their knowledge and developing habits of learning. FIRST LEGO League’s three divisions inspire youth to experiment and grow their critical thinking, coding and design skills through hands-on STEM learning and robotics (First Lego Leauge, 2024)”. FLL practice aims to develop teacher-student identity by having students work on a project where students and teachers find their way together.
Programming in school
Norwegian and International governance documents highlight the population’s digital competence. In A New Skills Agenda for Europe, it is stated that almost half of Europe’s inhabitants lack basic digital skills, and both the business community and the individual citizen are encouraged to participate in a digital boost. Competence in programming is explicitly mentioned as one of the skills that both businesses and schools must invest in (European Commission, 2016). In a message to the Parliament of Norway, it says “There is a need to increase the competence of programming in schools” (Meld. St. 27 (2015–2016), 2016). LK20 is also the first curriculum with competence goals in programming and algorithmic thinking (Utdanningsdirektoratet (The Norwegian Directorate for Education and Training), 2021).”
Teacher-identity
Since educators first and foremost should concentrate on interaction with students (Spurkeland, 2011, p. 293), the internships become important arenas for such meetings, when education is described as a lifelong process where we are shaped through dialogue and in a meeting with ‘the other’ (Hellesnes, 1992). Our perspectives on education are influenced by digital development, and the goal must be to function in the best possible way in the knowledge society and to be able to relate to the technology that is woven into our culture (Erstad, 2010, p. 111).
Children are playful! Playing stimulates children’s development of creativity, imagination, self-confidence, and mastery (UNICEF, 2013). Spurkeland highlights educators’ ability to facilitate and lead teaching situations filled with play and creative expression as an important competence. He states that “creative processes bring people together” because “what we build together brings us together” (Spurkeland, p. 115).
Methodology, Methods, Research Instruments or Sources UsedThis study aimed to understand how the First Lego League (FLL) practice equipped students for programming and developing their teacher identity. FLL practice is an eight-week program with students participating in 15 days of practice. The data for this study are online student evaluations from 2020-22.
The evaluation form aimed to extract students’ experiences around practice where the teacher's role is characterized as a facilitator.
We analyzed the student evaluations using qualitative content analysis (Hsieh & Shannon, 2005). All text with meaningful content from the open questions was analyzed. We used sentences as the analysis unit and included two Likert-scale questions in the results. The categories were developed before and during the analysis work (directed content analysis). We started with a deductive approach, with the category selection initially based on the Education Association’s overview of the most important changes in LK20 (Utdanningsforbundet (Union of Education Norway), 2022).
After coding the data material, we got an overview of the main categories and combined them into two main categories: Programming skills and Development of own teacher identity. The analysis units in the main categories were condensed to shorten the text but retain the meaning content (Graneheim & Lundman, 2004).
Conclusions, Expected Outcomes or FindingsThe findings from this study show that completed FLL practice expands teacher-student's knowledge of classroom management and programming. Although the practice was perceived as demanding, the teacher-student’s unanimous feedback is that FLL practice is something that teacher education must continue with. This gives us reason to believe that the teacher-students perceive that this practice in the third year of study gives them something different than what they have acquired through the practice periods of the previous two years. A value with
FLL practice appears to give a valuable experience of exploring together with the students. The teacher-students have also gained experience with entering a teaching sequence without having to have all the answers but daring to search for them together with the children. Furthermore, we see from the feedback that several of the teacher-students experience having gained valuable experience in leading large projects. Several express the joy of experiencing student participation in practice.
A weakness of FLL practice may be that the teacher-students to a certain extent have the opportunity to distribute responsibilities among themselves. This can lead to some consciously or unconsciously choosing away what they need most to practice. Although few teacher-students report that they have become very or quite well equipped to work with programming and algorithmic thinking in school, we still believe that FLL practice is a double-edged sword. The teacher-students get an educational journey with classroom management in a very technology-rich teaching sequence, they develop programming skills and they gain experience with how students can get to know and master the technology that surrounds them.
ReferencesErstad, O. (2010). Digital kompetanse i skolen (2. utg.). Universitetsforlaget.
First Lego Leauge. (2024). What is First Lego Leauge?
https://www.firstinspires.org/robotics/fll/what-is-first-lego-league
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today, 24(2), 105–112. https://doi.org/10.1016/j.nedt.2003.10.001
Hellesnes, J. (1992). Ein utdana mann og eit dana menneske. I E. L. Dale (Red.), Pedagogisk filosofi (s. 79–103). Ad Notam Gyldendal. (Opprinnelig utgitt 1969)
Hsieh, H.-F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qual Health Res, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
Spurkeland, J. (2011). Relasjonspedagogikk: samhandling og resultater i skolen. Fagbokforlaget.
UNICEF. (2013). General comment No. 17 (2013) on the right of the child to rest, leisure, play, recreational activities, cultural life and the arts (art. 31). https://www.refworld.org/docid/51ef9bcc4.html
Utdanningsdirektoratet (The Norwegian Directorate for Education and Training). (2021). Hvorfor har vi fått nye læreplaner? https://www.udir.no/laring-og-trivsel/lareplanverket/stotte/hvorfor-nye-lareplaner/
Utdanningsforbundet. (2022). Spørsmål og svar om fagfornyelsen. https://www.utdanningsforbundet.no/larerhverdagen/fagfornyelsen/sporsmal-og-svar-om-fagfornyelsen/
10. Teacher Education Research
Ignite Talk (20 slides in 5 minutes)
Application Of The Heuristic Teaching Method In The Physics Lesson In The Case Of Problem-Based Learning
Abzal Iskendir1,2, Aidarbek Shayanbekov2, Zhanar Tuyakova2, Yerkin Zhomartov2
1Korkyt Ata University, Kyzylorda city; 2NIS (Nazarbayev Intellctual School)
Presenting Author: Iskendir, Abzal
Abstract
The use of modern, productive, and convenient technologies in pedagogical training is a modern requirement. Problem-Based Learning (PBL) strategy is an innovative physics–teaching model constructed to enhance students' creativity and critical thinking skills. This research aims to indicate the development of students' creative abilities such as experimental research skills and forming the ability to solve physics problems through a problem-based learning model with a heuristic approach to the physics lesson. The subject of this research is students of grade IX at the NIS school in Kyzylorda region in Kazakhstan. At the same time, this research was conducted as a "Lesson Study" in the teaching process at school. A mixed-method, namely qualitative and quantitative methods were used in this research. The results indicated that performance in the physics lesson was significantly improved concerning that of another previous term. PBL assessment via a heuristic approach to physics lesson results is reflected in those students' creative abilities increased after each LS activity. According to these results, it can be concluded that PBL through the heuristic method is effective in the teaching procedure in physics lessons in high school.
Principles of heuristic learning method:
- Principle of action;
- Principle of logical thinking;
- The principle of determining the unknown from the known concept;
- Principle of goal-oriented practice;
- Principles of independent thinking and learning
The aim and importance of the study
The aim of this study was to investigate the effect of the consequence of a problem-based learning model with a heuristic approach to the physics lesson. In addition, this research was conducted via a "Lesson Study" in the teaching process at school. Especially this research focuses on investigating the next principles of heuristic learning, such as principles of logical thinking, determining the unknown from the known concept, and independent thinking and learning during lessons.
Problem of Research
This research expresses the development of students' creative abilities such as experimental research skills and forming the ability to solve physics problems in the physics lesson.
For the sake of enhancing this aim, the next research questions were created:
- What is the impact of heuristic learning on the quality of physics education in the classroom?
- Do students' self-composing tasks and self-assessments help them remember information well?
Research Focus
The heuristic method involves the following steps:
- Solving problems - solve the problem, identify the problem, and come to a suitable solution;
- Achieving a specific result that observed and accepted values and the observed result is real.
- Summarize the conclusion hypothesis, identify, and come to a specific decision.
Methodology, Methods, Research Instruments or Sources UsedResearch Methodology
In this study, all of the above-mentioned principles of the heuristic method are included in our physics teaching process. Passing a new lesson, independent study of unknown quantities, expression of an unknown quantity by known quantities in practical lessons, mostly in research during indirect measurements, aspects of the above-mentioned principles were fulfilled.
Issues that led to the introduction of heuristic methods into the educational process:
• Inhibition of creativity, planning, problem-solving, synthesis, and analysis skills of highly capable students.
• Students study the subject only for a higher score in the exam, problems arise in combining the acquired academic knowledge with life.
The Sample
The practical-experimental period was held in the Nazarbaev Intellectual School (NIS) in the branch of chemistry and biology in the city of Kyzylorda during the 2023 – 2024 academic year. The study was carried out with n = 66 students in 9th grade. Because according to the results of the conducted monitoring, the quality of education in the class was low. 66 students from 9th-grade classes took part in the survey. Thirty – two 32 students were from the experimental class, and 34 students were from the control class.
Instrument and Procedures
The whole process of research according to the heuristic method consisted of four periods. In the beginning, the survey was created and taken by students, which is in the experimental group. The question in the survey is related to the research question and research objective and focuses on determining the formation of heuristic-learning skills carried out in order to accustom them to solve experimental, complex, non-standard problems. The next method for quantitative analysis, the observation of student’s actions carried out in a classroom condition. The third stage of procedures was making reports according to the heuristic method performed in class. Reports were made by other colleagues while conducting a lesson due to the heuristic method. The last period of procedures evaluation according to internal and summative assessment for terms during certain academic periods.
Conclusions, Expected Outcomes or FindingsResult of Analysis (Graphs and Tables):
There was no attempt to improve by themselves of the students in the first experimental group conducted. During the research period, they are always paying attention to the teacher instead of learning the form by themselves. Therefore, there was little confidence in itself among students. We started questions from the easiest level to the hardest. For the second and third time, we have added a game element to encourage the student’s interest. As a result, the learners are become open-minded to creating a list of problems in physics and can create its mark-scheme. Even though, some students have also accepted the creative-active approach. In the fourth and fourth lessons, the student came up with a highly complex problem, similar to the one he accepted, and felt a mood full of emotions.
Conclusions
According to the results of the study, it can be observed that by introducing heuristic methods into the educational process, the educational indicators of the students have increased, their interest in solving Olympiad problems has increased, and their ability to explain physical phenomena in academic language has developed. The result of the student's performance in the quarterly summative assessment for the three-level 1-2-3 quarter selected for the Lesson study was as follows.
According to the results, the progress of A and C-level students has increased somewhat, and the progress of B-level students has remained the same for 2-3 quarters. On the part of colleagues, suggestions were made to this student about the use of deepening methods of differentiated education in the future. It can also be observed that students' self-confidence has increased from a psychological point of view.
ReferencesReferences:
1.Barrows, H (2000). Foreword. In D. Evenson & C. Hmelo (Eds.), Problem-based Learning: A Research perspective on learning interaction. New Jersey: Lawrence Erlbaum Associates.
2.Tarkan PROBLEM BASED LEARNING IN ACIDS AND BASES: LEARNING ACHIEVEMENTS AND STUDENTS’ BELIEFS Journal of Baltic Science Education, Vol. 12, No. 5, 2013
3.Skrabankova, J., Popelka, S., & Beitlova, M. (2020). Students’ ability to work with graphs in physics studies related to three typical student groups. Journal of Baltic Science Education, 19(2), 298-316. https://doi.org/10.33225/jbse/20.19.298
4.Glazer, N. (2011). Challenges with graph interpretation: A review of the literature. Studies in Science Education, 47(2), 183-210. https://doi.org/10.1080/03057267.2011.605307
5.Navickienė, V., Sederevičiūtė-Pačiauskienė, Živilė, Valantinaitė, I., & Žilinskaitė-Vytienė, V. (2019). The relationship between communication and education through the creative personality of the teacher. Creativity Studies, 12(1), 49-60. https://doi.org/10.3846/cs.2019.6472
6.Bussotti, P. (2023). A didactic unit on mathematics and science education: The principle of mathematical induction. Journal of Baltic Science Education, 22(1), 4-9. https://doi.org/10.33225/jbse/23.22.04
7.Geoff Rayner-Canham and Marelene Rayner-Canham. The Heuristic Method, Precursor of Guided Inquiry: Henry Armstrong and British Girls’ Schools, 1890–1920. Journal of Chemical Education 2015 92 (3), 463-466. DOI: 10.1021/ed500724d
8.Rock, T. C., & Wilson, C. (2005). Improving Teaching through Lesson Study. Teacher Education Quarterly, 32(1), 77–92. http://www.jstor.org/stable/23478690
9.Arianto, F., & Mustaji, B. S. (2021). Metacognitive Strategy and Science Problem-Solving Abilities in Elementary School Students. International Journal of Social Science and Human Research, 4(09), 2571-2574.
10.Pajares, F., & Schunk, D. (2005). Self-efficacy and self-concept beliefs. New Frontiers for Self-Research, March H. Craven R, McInerney D (eds.). Greenwich, CT: IAP.
11.Glaser, R., & Bassok, M. (1989). Learning theory and the study of instruction. Annual review of psychology, 40(1), 631-666.
12.Vaganova, O. I., Petrozitskaya, I. A., Snatovich, A. B., Odarich, I. N., & Kirillova, I. K. (2020). Heuristic technologies of training in professional education. Amazonia Investiga, 9(27), 509-517.
13.https://wordwall.net/
14.Ersoy, E. (2014). The effects of problem-based learning method in higher education on creative thinking. Procedia-Social and Behavioral Sciences, 116, 3494-3498.
10. Teacher Education Research
Ignite Talk (20 slides in 5 minutes)
Teaching Motivations and Perceptions of Prospective Teachers in Individualistic and Collectivist Countries
Martina King
University of Passau, Germany; Private University of Education, Diocese of Linz, Austria
Presenting Author: King, Martina
Many countries have experienced difficulties in attracting and maintaining effective teachers, for instance, Australia and the United States as well as European and Latin American countries (e.g. Jugović et al., 2012; Lin et al., 2012; Richardson & Watt, 2006; Said-Hung et al., 2017; Watt et al., 2012). In order to improve teacher recruitment efforts, a better understanding of prospective teachers´ motivations and perceptions is needed. Watt and Richardson (2007; Richardson & Watt 2006) developed the FIT-Choice scale, an internationally acknowledged instrument that offers the opportunity to examine teaching motivations and perceptions about the teaching profession.
The scale was applied internationally, translated into several languages and adapted to various cultural contexts. The original English language FIT-Choice scale comprises 58 items that are rated on a 7-point Likert Scale. Measured motivation factors include “social influences”, “positive prior teaching and learning experiences”, “perceived teaching abilities”, “intrinsic career value”, “personal utility values” (“job security”, “time for family”, “job transferability”), “social utility values” (“shape future of children/adolescents”, “enhance social equity”, “make social contribution”, “work with children/adolescents”) and the negative motivation of having chosen teaching as a “fallback career”. Measured perceptions of the profession include perceived “task demand” (“expertise” and “difficulty”) and “task return” (“social status” and “salary”); also assessed are experiences of “social dissuasion” and “satisfaction” with the choice of teaching as a career (Watt & Richardson, 2012).
In cross-cultural studies, including samples from Australia, the United States, Norway, Germany, Austria and Switzerland (König et al., 2013; Watt et al., 2012), motivation factors were found to be more similar than different across countries. Perceptions about the teaching profession showed greater variety, as they tend to reflect objective country differences. However, variations in motivations appeared for individuals from countries with a more distinctive cultural context such as Turkey and Indonesia (Kılınç et al., 2012; Suryani et al., 2016). It is therefore assumed that cultural dimensions produce differences in teaching motivations and perceptions.
Hofstede (Hofstede et al., 2010) developed a model of national culture consisting of six dimensions (individualism, power distance, masculinity, uncertainty avoidance, long-term orientation, indulgence) that can be used to distinguish countries from each other. Each dimension is expressed on a scale that runs from 0 to 100 (Hofstede et al., 2010). The dimension individualism is described as the degree of interdependence a society maintains among its members. Individualism means that a person’s self-image is defined in terms of “I” and that individual choices and decisions are expected. In collectivist societies, life is socially determined and a person’s self-image is defined in terms of “we” (Hofstede, 2011). According to Hofstede Insights Associate Partners (2021), individualism is highest in the United States and Australia. Countries such as Spain, Austria and Iran lie around the middle, and the lowest scores on the individualism dimension are found in Latin American countries.
The present study aims to bring together FIT-Choice findings from around the world and to investigate motivations for teaching and perceptions about the teaching profession in terms of cultural dimensions. The principal question guiding this research is: Are there differences between individualistic and collectivist countries in regard to motivation and perception factors of prospective teachers? It is hypothesised that prospective teachers from collectivist cultures rate the altruistic-type “social utility value” more highly. Also, the motivation factor “social influences” is assumed to be more important for prospective teachers from collectivist than individualistic settings since those living in collectivist societies are more influenced by their fellow citizens (Hofstede, 2011). However, the motivation factor “intrinsic career value” is assumed to be more dominant in individualistic countries, in which individual aims and interests are superior (Kılınç et al., 2012).
Methodology, Methods, Research Instruments or Sources UsedThe search for FIT-Choice studies began with browsing through the comparative studies of Watt and Richardson (2012), Watt et al. (2012) and Watt et al. (2017). A search in Google Scholar followed, using the search term “FIT-Choice”. Furthermore, the identified studies were screened for the citation of other FIT-Choice studies. The list of studies generated by this process was finally reduced to those studies that met four criteria: (a) The sample size was at least 100; (b) the sample was clearly defined as prospective teachers; (c) the study was not restricted to a subgroup of prospective teachers; (d) means and standard deviations for first-order motivation and perception factors were reported.
In all, 19 samples from 19 countries were located and analysed (individualistic scores in brackets): United States (91), Australia (90), the Netherlands (80), Ireland (70), Norway (69), Germany (67), Finland (63), Estonia (60), Austria (55), Spain (51), Iran (41), Turkey (37), Croatia (33), Dominican Republic (30), Serbia (25), China (20), Indonesia (14), Colombia (13) and Cuba. Although Cuba is not listed in the tool for country comparison, it can be categorised as collectivist. Cuba is a communist socialist republic, whose ideology opines that the individual works for the good of the country and not for personal benefit (Schlöglhofer, 2013),
The total sample size is 12,524 and the included studies date between 2006 and 2022. In Australia, the United States and Ireland, the original FIT-Choice scale was applied, while in the other countries, translated and culturally adapted scale versions were used. Participants´ characteristics show some variety in the samples. While some studies examined first-year students (e.g. Germany, Spain and Turkey), other studies included data from students of higher semesters (e.g. Norway, Croatia and Cuba). The mean age is 22.53, however, the sample mean age was not reported for Australia, the Netherlands, Iran and the Dominican Republic. In all studies, female prospective teachers dominated, except in the Iranian sample which included slightly more male students.
The present research combines FIT-Choice data and also includes a meta-analysis. The samples were divided into two subgroups according to the characteristics of the moderator variable (individualistic vs. collectivist). In order to investigate the influence of the moderator variable, a subgroup analysis was performed including calculations of mean values and Cohen's ds. Differences between the groups indicate the effect of the moderator variable (Döring & Bortz, 2016).
Conclusions, Expected Outcomes or FindingsThe results obtained support the assumption that teaching motivations transcend cultures that show similarities. In the United States and Australia, which are categorised as highly individualistic, “perceived teaching abilities”, “social utility value” and “intrinsic career value” were the most important factors in deciding to become a teacher. In countries that are in the medium to high range on the individualistic scale (e.g. Spain, Austria, Finland, Norway), “intrinsic career value” consistently came first, followed by “perceived abilities” and “social utility value”. In highly collectivist societies, including China, Indonesia, Colombia and Cuba, the most dominant factor for choosing teaching was constantly “prior teaching and learning experiences”, followed by “social utility value” and “perceived abilities”.
Mean comparisons showed that the motivation factors “social utility value” and “social influences” were more important for choosing teaching in collectivist societies than in individualistic countries. While the effect size for “social utility value” was small (Cohen's d = -0.202), a medium effect size for “social influences” was achieved (d = -0.450). This result is in line with other research conducted in collectivist settings indicating that people tend to fulfil the goals and expectations of significant others (Suryani et al., 2016). As expected, “intrinsic career value” was valued higher in individualistic cultures, although the achieved effect size was small (d = 0.270). Interestingly, participants from individualistic societies were less likely to choose teaching as a “fallback career”. A medium effect was obtained for this factor (d = -0.676).
In view of the differences in motivations and perceptions between individualistic and collectivist countries, a differentiated approach to teacher recruitment in diverse cultural contexts is needed. Recruitment campaigns in individualistic societies should predominantly focus on students’ intrinsic motivations and perceived abilities, while in highly collectivist countries, positive teaching and learning experiences as well as altruistic motivations should be primarily emphasised.
ReferencesDöring, N., & Bortz, J. (2016). Forschungsmethoden und Evaluation in den Human- und Sozialwissenschaften [Research methods and evaluation for humanities and social science] (5th ed.). Springer. https://doi.org/10.1007/978-3-642-41089-5
Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture. http://scholarworks.gvsu.edu/orpc/vol2/iss1/8
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.). McGraw-Hill.
Hofstede Insights Associate Partners. (2021). Hofstede insights. https://www.hofstede-insights.com/
Jugović, I., Marušić, I., Ivanec, T. P., & Vidović, V. V. (2012). Motivation and personality of preservice teachers in Croatia. Asia-Pacific Journal of Teacher Education, 40(3), 271–287. https://doi.org/10.1080/1359866X.2012.700044
Kılınç, A., Watt, H. M. G., & Richardson, P. W. (2012). Factors influencing teaching choice in Turkey. Asia-Pacific Journal of Teacher Education, 40(3), 199–226. https://doi.org/10.1080/1359866X.2012.700048
König, J., Rothland, M., Darge, K., Lünnemann M., & Tachtsoglou, S. (2013). Erfassung und Struktur berufswahlrelevanter Faktoren für die Lehrerausbildung und den Lehrerberuf in Deutschland, Österreich und der Schweiz [Detection and structure of career choice factors for teacher training and the teaching profession in Germany, Austria and Switzerland]. Zeitschrift für Erziehungswissenschaft, 16, 553–577. https://doi.org/10.1007/s11618-013-0373-5
Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27–56. https://doi.org/10.1080/13598660500480290
Schlöglhofer, M. E. (2013). Das Bildungssystem in Kuba: Rückblick, aktuelle Strukturen, Herausforderungen [The education system in Cuba: Review, current structures, challenges]. (Master's thesis, Karl-Franzens-Universität Graz, Austria). https://unipub.uni-graz.at/obvugrhs/download/pdf/226505?originalFilename=true
Suryani, A., Watt, H. M. G., & Richardson, P. W. (2016). Students’ motivations to become teachers: FIT-Choice findings from Indonesia. International Journal of Quantitative Research in Education, 3(3), 179–203. https://doi.org/10.1504/IJQRE.2016.077802
Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. Journal of Experimental Education, 75(3), 167–202. https://doi.org/10.3200/JEXE.75.3.167-202
Watt, H. M. G., & Richardson, P. W. (2012). An introduction to teaching motivations in different countries: Comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40(3), 185–197. https://doi.org/10.1080/1359866X.2012.700049
Watt, H. M. G., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., & Baumert, J. (2012). Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale. Teaching and Teacher Education, 28, 791–805. https://doi.org/10.1016/j.tate.2012.03.003
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