This study examines factors influencing the choice of teaching as a profession and how they shape pre-service teachers’ professional identity. It focuses on Primary Education students and uses the FIT-Choice model to analyse motivational, personal, and socio-cultural influences. A quantitative, non-experimental, correlational design was employed using the FIT-Choice scale (Watt & Richardson, 2007). Statistical analyses were conducted using SPSS version 24.0, with a significance level of α = .05. The sample comprised 162 pedagogy students from three Chilean universities, predominantly female (over 80%).
The findings indicate that Intrinsic value, which refers to the personal satisfaction and interest derived from teaching, is the main driver of career choice. It is closely linked to perceived ability (ρ = .42, p < .001), working with children (ρ = .41, p < .001), and social influences (ρ = .38, p < .001). Self-efficacy beliefs (confidence in one's teaching abilities) and prior educational experiences are also associated, but to a lesser extent. The strongest correlations are seen between enhancing social equity and social contribution (ρ = .63, p < .001), and shaping children’s future and enhancing social equity (ρ = .57, p < .001). This demonstrates the convergence of prosocial motivations. In summary, the results highlight that teaching is chosen through multidimensional interactions driven by intrinsic and prosocial values, which are key to the development of pre-service teachers' professional identity.

Authors:
Andrea Cocio, La Frontera University, Chile
María Errázuriz, Los Andes University, Chile

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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