Preservice Teacher Professional Commitment: A Conceptual Model and Literature Review

Document Type

Article

Publication Date

5-10-2021

Publication Title

Teaching and Teacher Education

Volume

104

First page number:

1

Last page number:

15

Abstract

Prior research on preservice teacher commitment focuses on the relation between commitment and various relevant factors. Its nature and how it originates, develops, and impacts preservice teachers' learning to teach and career choice have yet to be described clearly. Using Locke's Model of Work Motivation, this paper presents a conceptual model to explain the nature of preservice teacher commitment, illustrates its genesis and development, and analyzes how commitment impacts preservice teachers' learning to teach and career choice. Further, we conduct a literature review of empirical research on preservice teacher commitment to explicate the constructs and relationships embedded in the conceptual model and corroborate its viability. Finally, we discuss the implications of our new model from multiple perspectives.

Keywords

Commitment; Conceptual model; Preservice teacher; Teacher education

Disciplines

Teacher Education and Professional Development

Language

English

UNLV article access

Search your library

Share

COinS