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Available Open Access under CC-BY-NC-ND licence In this
enlightening study of modern working lives in Britain, leading
experts on the sociology of work draw on detailed statistical
analyses to assess job quality and job satisfaction. Drawing on
decades of research data on hundreds of occupational groups, the
authors challenge conventional notions of 'good work' and consider
them afresh through the lens of workers themselves. With examples
from many professions, the book examines why some occupations feel
more rewarding than others, regardless of factors like pay and
security. Exploring fresh policies to promote the agenda for
fulfilling employment, it builds an important case for genuine and
sustained satisfaction in working lives.
Studies have shown that preservice teachers often value the
practical aspects of their program of study, such as field
experience, more highly than courses which present theories. This
book compares 80 preservice teachers' academic motivation in a
theoretical course, a field experience, and a Liberal Studies
course by examining three motivational constructs, namely goal
orientation, task value, and self-efficacy. Data were collected by
means of four questionnaires and an interview with eight subjects.
Descriptive statistics were collected and statistical tests were
conducted first at the level of individual courses, and then were
compared across the courses to find out if these three motivational
constructs varied as a function of subject area. The relationship
between subjects' teaching beliefs and their beliefs about those
courses was also investigated. Results indicated that subjects'
goal orientation basically remained the same across the courses,
their perceived self- efficacy was significantly higher in the
field experience, and their perceptions of task value of the three
courses varied.
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