Finnish pre-service primary and science teachers’ motivations to enrol into teacher education and their perceptions of teaching - UTU Research Portal

A1 Refereed original research article in a scientific journal

Finnish pre-service primary and science teachers’ motivations to enrol into teacher education and their perceptions of teaching

Authors: Lehtinen, Antti; Veermans, Koen; Jaakkola, Tomi

Publisher: Informa UK Limited, Taylor & Francis Group

Publishing place: ABINGDON

Publication year: 2025

Journal: European Journal of Teacher Education

Journal name in source: European Journal of Teacher Education

Journal acronym: EUR J TEACH EDUC

Number of pages: 23

ISSN: 0261-9768

eISSN: 1469-5928

DOI: https://doi.org/10.1080/02619768.2025.2484756

Web address : https://www.tandfonline.com/doi/full/10.1080/02619768.2025.2484756

Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/491586030

Abstract

In Finland, primary teacher education is highly competitive, while secondary science teacher education struggles to fill positions. However, both fields experience turnover. This study investigates the motivations for enroling in teacher education and perceptions of teaching among Finnish pre-service primary and science teachers, using the FIT-Choice scale and interviews for data. Similarities and differences in motivations and perceptions of teaching were found. The intrinsic value of teaching was the strongest motivation for both groups. Pre-service primary teachers were more motivated by altruism and a desire to work with children, while science teachers indicated stronger perception of teaching as a well-paid career. Additional motivations outside the FIT-Choice included family members working as teachers, moving away from a scientific career, the ability to work in other occupations and a desire for an active and social occupation. Addressing turnover benefits from enabling teachers to fulfil their motivations for enroling in teacher education.

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Funding information in the publication:
The work was supported by The Finnish National Network for Teacher Education Development and Research (KOPTUKE).