Abstract
189 pre-service teacher education students completed a qualitative questionnaire in which they were asked to state reasons for their decision to become teachers. The results were then compared to those of another study conducted in the same teacher education institute in 1995. The study revealed that, with the transformation of the institute which raises the education level required for entry to the profession, there were differences in students’ motivations. Extrinsic motivation was no longer the predominant determinant for students entering into teaching; instead, there were more students who identified intrinsically- and altruistically-motivated reasons for pursuing a teaching career.
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