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Journal of Education for Teaching
International research and pedagogy
Volume 44, 2018 - Issue 2
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Research in Progress

An exploratory study of school counselling teachers’ motivation changes

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Pages 237-240 | Received 24 Apr 2017, Accepted 08 Aug 2017, Published online: 01 Sep 2017

References

  • Gao, X., and J. Trent. 2009. “Understanding Mainland Chinese Students’ Motivations for Choosing Teacher Education Programmes in Hong Kong.” Journal of Education for Teaching 35 (2): 145–159.10.1080/02607470902771037
  • Leuwerke, W., and Q. Shi. 2010. “The Practice and Perceptions of School Counsellors: A View from Urban China.” International Journal for the Advancement of Counselling 32 (1): 75–89.10.1007/s10447-009-9091-3
  • Miles, M. B., A. M. Huberman, and J. Saldana. 2013. Qualitative Data Analysis: A Methods Sourcebook. Thousand Oaks, CA: SAGE.
  • Rots, I., G. Kelchtermans, and A. Aelterman. 2012. “Learning (Not) to Become a Teacher: A Qualitative Analysis of the Job Entrance Issue.” Teaching and Teacher Education 28 (1): 1–10.10.1016/j.tate.2011.08.008
  • Tang, S. Y., A. K. Wong, and M. M. Cheng. 2015. “The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education.” Journal of Education for Teaching 41 (2): 128–144.10.1080/02607476.2015.1010875
  • Yuan, R., and L. J. Zhang. 2017. “Exploring Student Teachers’ Motivation Change in Initial Teacher Education: A Chinese Perspective.” Teaching and Teacher Education 61: 142–152.10.1016/j.tate.2016.10.010

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