Aspiring world language teachers: Their influences, perceptions, and commitment to teaching. (February 2019)

• Record Type: Journal Article
• Authors: Kissau, Scott; Davin, Kristin J.; Wang, Chuang
• Is Part Of: Teaching and teacher education. Volume 78(2019)
• Page Start: 174
• Page End: 182
• Publication Date: 2019-02
• Subjects: Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2018.11.020
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: At a time of critical shortage of world language teachers, limited research is available to guide recruitment initiatives. In response, researchers administered the Factors Influencing Teaching Choice (FIT-Choice) scale to world language teacher candidates across the United States and interviewed a subset of respondents to investigate their motivations for becoming world language teachers. This mixed methods analysis suggested motivation factors in common with other disciplines, factors unique to world language, and possible career deterrents. Results also indicated a possible relationship between several motivational influences and perceptions and commitment to the profession. Highlights: Results suggest an emerging professional consensus related to factors that draw individuals to teaching. Love of the language is a powerful and unique influence for aspiring foreign language teachers. A positive relationship appears to exist between some motivational influences and commitment to teaching. Perceptions related to teachers' salary are not related to commitment to teaching. Deterrents to the teaching profession are also identified.