Emerging professional identities: motivations for choosing early education as a minor subject in Finland

References

• Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. New York: Routledge. https://doi.org/10.4324/9781410617286
   Google Scholar
• Andere, E. (2020). The future of schools and teacher education: How far ahead is Finland? New York, NY: Oxford University Press.
   Google Scholar
• Anspal, T., Eisenschmidt, E., & Löfström, E. (2012). Finding myself as a teacher: Exploring the shaping of teacher identities through student teachers’ narratives. Teachers and Teaching, Theory and Practice, 18(2), 197–216. doi:10.1080/13540602.2012.632268
   Web of Science ®Google Scholar
• Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392–402. doi:10.1016/j.tate.2016.07.024
   Web of Science ®Google Scholar
• Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. doi:10.1080/03057640902902252
   Google Scholar
• Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. doi:10.1016/j.tate.2003.07.001
   Web of Science ®Google Scholar
• Chang-Kredl, S., & Kingsley, S. (2014). Identity expectations in early childhood teacher education: Pre-service teachers’ memories of prior experiences and reasons for entry into the profession. Teaching and Teacher Education, 43, 27–36. doi:10.1016/j.tate.2014.05.005
   Web of Science ®Google Scholar
• Chong, S. (2011). Development of teachers’ professional identities: From pre-service to their first year as novice teachers. KEDI Journal of Educational Policy, 8(2), 219–233. doi:10.22804/kjep.2011.8.2.002
   Web of Science ®Google Scholar
• Coddington, L. R., & Swanson, L. H. (2019). Exploring identity of prospective math and science teachers through reflections in early field contexts. Journal of Teacher Education and Educators, 8(3), 207–228.
   Google Scholar
• Correa Gorospe, J. M., Martínez-Arbelaiz, A., & Fernández-Olaskoaga, L. (2018). Professional identity and engagement among newly qualified teachers in times of uncertainty. European Early Childhood Education Research Journal, 26(1), 26–36. doi:10.1080/1350293X.2018.1412013
   Web of Science ®Google Scholar
• Eteläpelto, A., Vähäsantanen, K., & Hökkä, P. (2015). How do novice teachers in Finland perceive their professional agency? Teachers and Teaching, 21(6), 660–680. doi:10.1080/13540602.2015.1044327
   Web of Science ®Google Scholar
• Fokkens-Bruinsma, M., & Canrinus, E. T. (2014). Motivation for becoming a teacher and engagement with the profession: Evidence from different contexts. International Journal of Educational Research, 65, 65–74. doi:10.1016/j.ijer.2013.09.012
   Web of Science ®Google Scholar
• Fray, L., & Gore, J. (2018). Why people choose teaching: A scoping review of empirical studies, 2007–2016. Teaching and Teacher Education, 75, 153–163. doi:10.1016/j.tate.2018.06.009
   Web of Science ®Google Scholar
• Friedman, I. A. (2016). Being a teacher: Altruistic and narcissistic expectations of pre-service teachers. Teachers and Teaching, Theory and Practice, 22(5), 625–648. doi:10.1080/13540602.2016.1158469
   Web of Science ®Google Scholar
• Friesen, M. D., & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23–32. doi:10.1016/j.tate.2013.06.005
   Web of Science ®Google Scholar
• Gubrium, J. F., & Holstein, J. A. (1998). Narrative practice and the coherence of personal stories. Sociological Quarterly, 39(1), 163–187. doi:10.1111/j.1533-8525.1998.tb02354.x
   Web of Science ®Google Scholar
• Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258–297. doi:10.1080/13803611.2015.1018278
   Web of Science ®Google Scholar
• Hoare, A., & Johnston, R. (2011). Widening participation through admissions policy—A British case study of school and university performance. Studies in Higher Education (Dorchester-on-Thames), 36(1), 21–41. doi:10.1080/03075070903414297
   Web of Science ®Google Scholar
• Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, Theory and Practice, 18(4), 417–440. doi:10.1080/13540602.2012.696044
   Web of Science ®Google Scholar
• Isopahkala-Bouret, U., Börjesson, M., Beach, D., Haltia, N., Jónasson, J. T., Jauhiainen, A., … Vabø, A. (2018). Access and stratification in Nordic higher education. A review of cross-cutting research themes and issues. Education Enquiry, 9(1), 142–154. doi:10.1080/20004508.2018.1429769
   Google Scholar
• Johnson, S. M., & Kardos, S. M. (2008). The next generation of teachers. Who enters, who stays, and why. In M. Cochran-Smith, S. Feiman-Nemser, D. McIntyre, & K. Demers (Eds.), Handbook of research on teacher education. Enduring questions in changing contexts (3rd ed., pp. 445–467). New York: Routledge.
   Google Scholar
• Juntunen, H. M. M., Tuominen, H., Viljaranta, J., Hirvonen, R., Toom, A., & Niemivirta, M. (AcceptedInpress). Feeling exhausted and isolated? The connections between university students’ remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic. Educational Psychology : An International Journal of Experimental Educational Psychology. doi:10.31234/osf.io/zt8re
   Web of Science ®Google Scholar
• Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97. doi:10.1016/j.tate.2003.10.002
   Web of Science ®Google Scholar
• Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, Theory and Practice, 23(4), 387–405. doi:10.1080/13540602.2016.1211523
   Web of Science ®Google Scholar
• Kuhn, A. (2002). Family secrets: Acts of memory and imagination ( New ed.). London: Verso.
   Google Scholar
• Lanas, M., & Kelchtermans, G. (2015). “This has more to do with who I am than with my skills” – Student teacher subjectification in Finnish teacher education. Teaching and Teacher Education, 47, 22–29. doi:10.1016/j.tate.2014.12.002
   Web of Science ®Google Scholar
• Langford, R. (2007). Who is a good early childhood educator? A critical study of differences within a universal professional identity in early childhood education preparation programs. Journal of Early Childhood Teacher Education, 28(4), 333–352. doi:10.1080/10901020701686609
   Google Scholar
• Lee, S., & Schallert, D. L. (2016). Becoming a teacher: Coordinating past, present, and future selves with perspectival understandings about teaching. Teaching and Teacher Education, 56, 72–83. doi:10.1016/j.tate.2016.02.004
   Web of Science ®Google Scholar
• Malinen, O.-P., Väisänen, P., & Savolainen, H. (2012). Teacher education in Finland: A review of a national effort for preparing teachers for the future. Curriculum Journal (London, England), 23(4), 567–584. doi:10.1080/09585176.2012.731011
   Google Scholar
• Meijer, P. C., de Graaf, G., & Meirink, J. (2011). Key experiences in student teachers’ development. Teachers and Teaching, Theory and Practice, 17(1), 115–129. doi:10.1080/13540602.2011.538502
   Web of Science ®Google Scholar
• Merolla, D. M., Serpe, R. T., Stryker, S., & Schultz, P. W. (2012). Structural precursors to identity processes: The role of proximate social structures. Social Psychology Quarterly, 75(2), 149–172. doi:10.1177/0190272511436352
   Web of Science ®Google Scholar
• Mijs, J. J. B. (2016). The unfulfillable promise of meritocracy: Three lessons and their implications for justice in education. Social Justice Research, 29(1), 14–34. doi:10.1007/s11211-014-0228-0
   Web of Science ®Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (Second ed.). Thousand Oaks: Sage.
   Google Scholar
• Ministry of Education (2020). Opettajat ja rehtorit Suomessa 2019. Hakeminen opettajankoulutukseen (Committee report 20). Author.
   Google Scholar
• Moloney, M. (2010). Professional identity in early childhood care and education: Perspectives of pre-school and infant teachers. Irish Educational Studies, 29(2), 167–187. doi:10.1080/03323311003779068
   Web of Science ®Google Scholar
• Moss, J. D. (2020). “I was told to find what broke my heart and fix it:” College students explain why they want to become teachers. Cogent Education, 7(1). doi:10.1080/2331186X.2020.1734284
   Web of Science ®Google Scholar
• Neugebauer, M. (2015). Who chooses teaching under different labor market conditions? Evidence from West Germany, 1980–2009. Teaching and Teacher Education, 45(45), 137–148. doi:10.1016/j.tate.2014.10.004
   Google Scholar
• Nori, H. (2011). Keille yliopiston portit avautuvat? Tutkimus suomalaisiin yliopistoihin ja eri tieteenaloille valikoitumisesta 2000-luvun alussa . [Doctoral dissertation, University of Turku]. Repository of the University of Turku. Retrieved 15 June 2021. https://www.utupub.fi/handle/10024/67040
   Google Scholar
• OECD. (2019). Education at a glance 2019: OECD indicators. Paris: OECD Publishing. doi:10.1787/f8d7880d-en
   Google Scholar
• Pillen, M., Den Brok, P., & Beijaard, D. (2013). Profiles and change in beginning teachers’ professional identity tensions. Teaching and Teacher Education, 34, 86–97. doi:10.1016/j.tate.2013.04.003
   Web of Science ®Google Scholar
• Polkinghorne, D. E. (1996). Transformative narratives: From victimic to agentic life plots. The American Journal of Occupational Therapy, 50(4), 299–305. doi:10.5014/ajot.50.4.299
   PubMed Web of Science ®Google Scholar
• Pupala, B., Kascak, O., & Tesar, M. (2016). Learning how to do up buttons: Professionalism, teacher identity and bureaucratic subjectivities in early years settings. Policy Futures in Education, 14(6), 655–665. doi:10.1177/1478210316642675
   Web of Science ®Google Scholar
• Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, Demers, K. E. (Eds.), Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (3rd ed., pp. 445–467). New York: Routledge.
   Google Scholar
• Ruohotie-Lyhty, M., & Moate, J. (2016). Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318–327. doi:10.1016/j.tate.2016.01.022
   Web of Science ®Google Scholar
• Sahlberg, P. (2021). Finnish lessons 3.0: What can the world learn from educational change in Finland? (3rd ed.). New York: Teachers College Press.
   Google Scholar
• Schreier, M. (2012). Qualitative content analysis in practice. London: SAGE Publications.
   Google Scholar
• Siera, M., & Siera, S. (2011). Exploring teacher candidates’ motivations to teach. Northwest Journal of Teacher Education, 9(1). doi:10.15760/nwjte.2011.9.1.6
   Google Scholar
• Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79–104. doi:10.1080/13598660801971658
   Web of Science ®Google Scholar
• Somers, M. R. (1994). The narrative constitution of identity: A relational and network approach. Theory and Society, 23(5), 605–649. doi:10.1007/BF00992905
   Web of Science ®Google Scholar
• Taimalu, M., Luik, P., Kantelinen, R., & Kukkonen, J. (2021). Why they choose a teaching career? Factors motivating career choice among Estonian and Finnish student teachers. Trames (Tallinn), 25(1), 19–35. doi:10.3176/tr.2021.1.02
   Web of Science ®Google Scholar
• Tang, S. Y., Wong, A. K., Li, D. D., & Cheng, M. M. (2020). Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence. Teaching and Teacher Education, 96. doi:10.1016/j.tate.2020.103180
   Web of Science ®Google Scholar
• Timoštšuk, I., & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26(8), 1563–1570. doi:10.1016/j.tate.2010.06.008
   Web of Science ®Google Scholar
• Van Rijswijk, M., Akkerman, S. F., Schaap, H., & Van Tartwijk, J. (2016). Past perceptions and future expectations: Sensed dis/continuity at the start of teacher education. Teaching and Teacher Education, 58, 99–108. doi:10.1016/j.tate.2016.05.002
   Web of Science ®Google Scholar
• Vogt, F. (2002). A Caring Teacher: Explorations into primary school teachers’ professional identity and ethic of care. Gender and Education, 14(3), 251–264. doi:10.1080/0954025022000010712
   Web of Science ®Google Scholar
• Warin, J., Maddock, M., Pell, A., & Hargreaves, L. (2006). Resolving identity dissonance through reflective and reflexive practice in teaching. Reflective Practice, 7(2), 233–245. doi:10.1080/14623940600688670
   Google Scholar
• Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice Scale. The Journal of Experimental Education, 75(3), 167–202. doi:10.3200/JEXE.75.3.167-202
   Web of Science ®Google Scholar
• Watt, H. M., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., & Baumert, J. (2012). Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale. Teaching and Teacher Education, 28(6), 791–805. doi:10.1016/j.tate.2012.03.003
   Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
   Google Scholar
• Whittemore, R., Chase, S. K., & Mandle, C. L. (2001). Validity in qualitative research. Qualitative Health Research, 11(4), 522–537. doi:10.1177/104973201129119299
   PubMed Web of Science ®Google Scholar
• Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. doi:10.1006/ceps.1999.1015
   PubMed Web of Science ®Google Scholar
• Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, Theory and Practice, 9(3), 213–238. doi:10.1080/13540600309378
   Google Scholar