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• W2000543952 abstract "This study explored identities commonly used in teacher education and student teachers’ motives for becoming a teacher. The qualitative case methodology employed interviews and biographical questionnaires data collection methods. Data was gathered through interviewing student teachers and lecturers. Qualitative data analysis began by defining a priori themes and identifying parts of the interview transcripts that were relevant to these a priori themes. The initial coding was then refined by adding additional codes which emerged from the data to create a final coding template to interpret findings. Data analysis methods revealed that student teachers were motivated to join teaching by chance, important other, remuneration, vocation and interest developed through work experience. However prospective candidates did not get places to train as teachers on the basis of their motivation to become teachers. Further the study revealed that motives influenced “what”, “where”, and “how” student teachers were learning. This study recommends using interviews to establish motives as a way to supplement selection of student teachers." @default.
• W2000543952 created "2016-06-24" @default.
• W2000543952 creator A5071108569 @default.
• W2000543952 date "2015-02-25" @default.
• W2000543952 modified "2023-10-12" @default.
• W2000543952 title "Contradictions and Tensions in Students’ Motives of Enrolling in a Teacher Education Programme in Zimbabwe" @default.
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• W2000543952 doi "https://doi.org/10.11114/jets.v3i2.596" @default.
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