Verdier, engasjement og tilhørighet som drivkrefter i lærerstudenters yrkesvalg og utvikling av læreridentitet

Abstract

Little research has been done in Norway about what motivates students to choose a career in teaching. This is a qualitative study aimed at examining students’ motivation for becoming teachers, as well as examining if the Teacher Education program of study promoted their motivation and development as teachers. The study is anchored in motivation theory about mastery experiences and values. In addition, we choose to make use of theoretical perspectives involving Bildung, engagement and connectedness to school, since these revealed themselves to be important in the students’ motivation, both before and during their studies. The empirical basis for this study is 40 student logs, all written halfway through the first year of study. The texts are studied using qualitative analysis. The study’s findings are presented in six categories: For the Wellbeing of School Children; Social Commitment; Inspiring Influences; Previous Accomplishments; Fundamental Importance of the Student Practicum period; and But, What About the Teacher Training College?

Keywords

• Motivation
• mastery experiences
• bildung
• connectedness to school
• Nøkkelord:
• Motivasjon
• mestringsforventning
• danning
• skoletilhørighet