TY - CHAP
T1 - Factors influencing teaching choice
T2 - Why do future teachers choose the career?
AU - Richardson, Paul W.
AU - Watt, Helen M. G.
PY - 2016
Y1 - 2016
N2 - Teachers constitute a large, heterogeneous workforce which has been the subject of policy measures designed to raise the quality of the pool of those seeking to enter, and remain, in the profession. The essence of these recruitment and retention interventions has been the desire to attract academically able and committed people who will be inspirational, effective teachers of children and adolescents (Schleicher A, Building a high-quality teaching profession: lessons from around the world. International Summit on the Teaching Profession. OECD Publishing, Paris. doi:http://dx.doi.org/10.1787/9789264113046-en, 2011). Across several decades, educators and public policy-makers have been faced with the recurring issue of how to attract and retain the highest quality teachers as a vital resource in the advancement of student learning and achievement (Greenwald R, Hedges LV, Laine RD, Rev Educ Res 66(3):361–396, 1996). Yet, identification of this need has not meant the problem has been easily addressed.
AB - Teachers constitute a large, heterogeneous workforce which has been the subject of policy measures designed to raise the quality of the pool of those seeking to enter, and remain, in the profession. The essence of these recruitment and retention interventions has been the desire to attract academically able and committed people who will be inspirational, effective teachers of children and adolescents (Schleicher A, Building a high-quality teaching profession: lessons from around the world. International Summit on the Teaching Profession. OECD Publishing, Paris. doi:http://dx.doi.org/10.1787/9789264113046-en, 2011). Across several decades, educators and public policy-makers have been faced with the recurring issue of how to attract and retain the highest quality teachers as a vital resource in the advancement of student learning and achievement (Greenwald R, Hedges LV, Laine RD, Rev Educ Res 66(3):361–396, 1996). Yet, identification of this need has not meant the problem has been easily addressed.
UR - http://www.scopus.com/inward/record.url?scp=84988602654&partnerID=8YFLogxK
U2 - 10.1007/978-981-10-0369-1_8
DO - 10.1007/978-981-10-0369-1_8
M3 - Chapter (Book)
SN - 9789811003646
VL - 2
SP - 275
EP - 304
BT - International Handbook of Teacher Education
A2 - Loughran, John
A2 - Hamilton, Mary Lynn
PB - Springer
CY - Singapore
ER -