This book utilises the Expectancy-Value theory and the Undermining
Effect of Extrinsic Reward theory to examine the impact of the
Central Government-Funded Teacher Education policy (CGFTE) policy
on Chinese pre-service teachers' motivations for choosing the
teaching profession. Quantitative data analysis revealed six
distinct categories of motivations to teach: teacher influence, job
advantages (extrinsic), social value (altruistic), personal
interest (intrinsic), others' suggestions, and fallback career.
These categories were further exemplified in ten narrative stories.
The findings indicate that the CGFTE policy attracts high-school
graduates with higher intrinsic motivation to enrol in
teacher-training programs. However, it seems ineffective in
increasing their intrinsic career-choice motivation. It is argued
that the CGFTE policy, which emphasizes extrinsic benefits but
limits professional development, does not have a significant
negative impact on pre-service teachers' motivation to choose
teaching. This conclusion is supported by the offsetting effects of
the policy's restrictive and encouraging aspects, as explained by
the Expectancy-Value theory and qualitative data. Nevertheless, the
intrinsic motivation of policy-funded pre-service teachers did not
improve as much as that of their self-supported counterparts,
indicating potential undermining effects of the policy. The study
concludes by discussing the implications of these findings for
enhancing the CGFTE policy, teacher training, and career education
in China. The book will be an essential read to students and
scholars of higher education, Chinese studies, and educational
studies in general.
General
| Imprint: |
Taylor & Francis
|
| Country of origin: |
United Kingdom |
| Series: |
China Perspectives |
| Release date: |
October 2023 |
| First published: |
2024 |
| Authors: |
Yi Liu
|
| Dimensions: |
216 x 138mm (L x W) |
| Pages: |
136 |
| ISBN-13: |
978-1-03-263967-3 |
| Categories: |
Books
|
| LSN: |
1-03-263967-9 |
| Barcode: |
9781032639673 |
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