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This book utilises the Expectancy-Value theory and the Undermining Effect of Extrinsic Reward theory to examine the impact of the Central Government-Funded Teacher Education policy (CGFTE) policy on Chinese pre-service teachers' motivations for choosing the teaching profession.
List of contents
1. Background and Rationale for Conducting this Study 2. Literature Review 3. Mixed-Methods Research Design 4. Quantitative Analysis of Data from 712 Chinese Pre-service Teachers and Results 5. Narrative Stories of Ten Policy-Funded Pre-Service Teachers and Reflections 6. Discussion, Recommendations, Limitations, and Conclusions
About the author
Dr. Yi Liu is a faculty member at Southwest University in China, specialising in teaching pedagogy to pre-service teachers and international students. He holds a PhD in Education from the University of Canterbury in New Zealand. Dr. Liu's research focuses on teacher education and the enhancement of educational policies.
Summary
This book utilises expectancy–value theory and undermining effect of extrinsic reward theory to examine the impact of the Central Government-Funded Teacher Education (CGFTE) policy on Chinese pre-service teachers' motivations for choosing the teaching profession.
Quantitative data analysis revealed six distinct categories of motivations to teach: teacher influence, job advantages (extrinsic), social value (altruistic), personal interest (intrinsic), others' suggestions, and fallback career. These categories were further exemplified in ten narrative stories. The findings indicate that the CGFTE policy attracts high-school graduates with higher intrinsic motivation to enrol in teacher-training programs, but it seems ineffective in increasing their intrinsic career-choice motivation. It is argued that the CGFTE policy, which emphasises extrinsic benefits but limits professional development, does not have a significant negative impact on pre-service teachers' motivation to choose teaching. This conclusion is supported by the offsetting effects of the policy's restrictive and encouraging aspects, as explained by expectancy–value theory and the qualitative data. Nevertheless, the intrinsic motivation of policy-funded pre-service teachers did not improve as much as that of their self-supported counterparts, indicating potential undermining effects of the policy. The study concludes by discussing the implications of these findings for enhancing the CGFTE policy, teacher training, and career education in China.
The book will be an essential read for students and scholars of higher education, Chinese studies, and educational studies in general.
