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Sigve Høgheim, Eirik S. Jenssen & Roger André Federici. (2023) Do lectures matter? Exploring students’ situational interest in two learning arenas in teacher education. Scandinavian Journal of Educational Research 67:7, pages 1027-1040.
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Tea Pavin Ivanec. (2023) Motivation for the choice of a teaching career: comparison of different types of prospective teachers in Croatia. Journal of Education for Teaching 49:3, pages 355-369.
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Detlef Urhahne & Kerstin Kremer. (2023) Specificity of epistemic beliefs across school subject domains. Educational Psychology 43:2-3, pages 99-118.
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Heleen Simonsz, Yvonne Leeman & Wiel Veugelers. (2023) Beginning student teachers’ motivations for becoming teachers and their educational ideals. Journal of Education for Teaching 49:2, pages 207-221.
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Sigve Høgheim & Roger André Federici. (2022) Interest in teacher education: exploring the relation between student teacher interest and ambitions in teacher education. European Journal of Teacher Education 45:5, pages 581-599.
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Alexander J. Dawes & Ruth Wheeldon. (2022) Why I became a chemistry teacher: identifying turning points in chemistry teacher narratives of their trajectories into teaching. Research in Science & Technological Education 40:4, pages 454-477.
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Ariel Sarid, Kussai Haj-Yehia, Hait Shaham & Amihai Rigbi. (2022) Linking demographic variables to motivation: investigating the motivation to choose teaching among Arab and Jewish students in Israel. European Journal of Teacher Education 45:1, pages 5-25.
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Nataša Simić, Milica Marušić Jablanović & Sanja Grbić. (2022) Why teaching? A validation of the fit-choice scale in the Serbian context. Journal of Education for Teaching 48:1, pages 35-56.
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Linda la Velle. (2021) Teachers’ learning and knowledge: motivation and self-efficacy. Journal of Education for Teaching 47:4, pages 471-474.
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Usman Kojo Abonyi, Doreen Awhireng & Austin Wontepaga Luguterah. (2021) Motivations of pre-service teachers in the colleges of education in Ghana for choosing teaching as a career. Cogent Education 8:1.
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Jennifer D. Moss. (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.
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Akihiro Saito. (2024) “I chose to receive teacher training because …” Motivations for teaching and career aspirations among teacher education students in Japan. International Journal of Educational Research Open 6, pages 100330.
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Birke-Johanna Weber, Aiso Heinze & Anke Lindmeier. (2024) Welchen Effekt haben Lehramtsaufgaben auf die Wahrnehmung von Studierenden zur doppelten Diskontinuität?Which Influence do School-Related Mathematical Problems have on Students’ Perception of the Double Discontinuity?. Journal für Mathematik-Didaktik 45:1.
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Sindu George & John Thornby. (2023) The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England. British Educational Research Journal 49:5, pages 1065-1087.
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Bismark Mensah. (2023) Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education. Humanities and Social Sciences Communications 10:1.
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Tea Pavin Ivanec & Ana Defar. (2023) Motivation for the Choice of the Teaching Profession: The Role of Prospective Teachers’ Personality Traits, Emotional Competence, and Life-Satisfaction. SAGE Open 13:2.
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Katia Bill Nielsen & Lene Møller Madsen. (2023) Choosing (not) to be a chemistry teacher: Students’ negotiations of science identities at a research-intensive university. European Educational Research Journal, pages 147490412311579.
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Johanna Havia, Sonja Lutovac, Tiina Komulainen & Raimo Kaasila. (2022) Preservice Subject Teachers’ Lack of Interest in Their Minor Subject: Is It a Problem?. International Journal of Science and Mathematics Education 21:3, pages 923-941.
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Mikołaj Herbst & Tomasz Zając. (2023) Towards a better understanding of self-selection to teacher training programmes: A case study of a renowned public university in Poland. Central European Economic Journal 10:57, pages 371-390.
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Beng Huat See, Elaine Munthe, Sarah A. Ross, Loraine Hitt & Nada El Soufi. (2022) Who becomes a teacher and why?. Review of Education 10:3.
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Mohammad Ajmal Khuram, Yoko Ishida, Ghulam Dastgir khan, Nematullah Hotak, Masaood Moahid & Yuichiro Yoshida. (2022) Measures to motivate teachers in Afghanistan: a proposal. Asia Pacific Education Review.
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Sibel DURU. (2022) Öğretmen Adaylarının Üniversiteye Giriş Özellikleri, Motivasyonları, Üniversite ve Alan Seçimleri. Pamukkale University Journal of Education.
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Barbara Barańska & Małgorzata Zambrowska. 2022. Out-of-Field Teaching Across Teaching Disciplines and Contexts. Out-of-Field Teaching Across Teaching Disciplines and Contexts
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Di Wang & Lawrence Jun Zhang. (2021) Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation. Sustainability 13:5, pages 2698.
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Marcela Pozas & Verena Letzel. (2021) Pedagogy, Didactics, or Subject Matter? Exploring Pre-service Teachers’ Interest Profiles. Open Education Studies 3:1, pages 163-175.
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Hans E. Fischer & Alexander Kauertz. 2021. Physics Education. Physics Education
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