Abstract
Using the open-ended question from the FIT-Choice scale, this study presents an examination of why college students choose teaching as a career, in their own words. Over 100 responses were analyzed...
Highlights
Teaching is often characterized as a noble profession, one in which many sacrifices are made for few wages
This paper explores college students’ statements on why they want to become teachers and compares these statements to survey results
Today’s political climate provides many reasons why a college student might choose not to become a teacher: threat of potential layoffs, excessive time spent on testing, and the negative way politicians portray teachers and other public servants (Layton, 2015)
Summary
Teaching is often characterized as a noble profession, one in which many sacrifices are made for few wages. Despite declines in enrollment in teacher preparation programs (Sawchuk, 2014), despite fears of potential layoffs (Theisen-Homer & Levinson, 2017), and despite discourse from some politicians that may be seen as anti-teacher (Layton, 2015), students still enter colleges of education to earn their degrees and their teaching certificates. Are these students pursuing a teaching certificate as a fallback career, in case their first choice does not pan out? Are these students pursuing a teaching certificate as a fallback career, in case their first choice does not pan out? Are these students entering the profession out of a sense of duty or pressure from others? Or are they interested in teaching for altruistic reasons, seeking to make a difference in the world?
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