Motivations for the Career Choice of Preservice Teachers in New South Wales, Australia and Ontario, Canada.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigated and compared the reasons given by 40 preservice teachers in New South Wales (NSW), Australia, and Ontario, Canada, for their career choice, focusing on whether their motivations reflected the marked difference in the status and remuneration of teachers in NSW and Ontario. Preservice teachers participated in in-depth, focused, individual interviews in which they were asked to tell a little about themselves and why they decided to become teachers. The NSW students completed interviews during their first year of enrollment, and the Ontario students completed interviews at the beginning of their second year. Data analysis highlighted four categories of reasons: (1) little sense of personal agency (e.g., teaching by default or chance); (2) teaching as a means of gaining personal agency; (3) teaching as a means of assisting others to gain agency; and (4) self as a reform agent. The NSW student teachers had more diverse motivations than did their counterparts in Ontario, who mostly cited a vocation for teaching. In general, the responses of the Ontario preservice teachers indicated higher perceptions of personal agency than did those of the NSW preservice teachers, possibly a reflection of the higher professional status and salaries accorded teachers in Ontario. (Contains 41 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. MOTIVATIONS FOR THE CAREER CHOICE OF PRESERVICE TEACHERS IN NEW SOUTH WALES, AUSTRALIA AND ONTARIO, CANADA
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it