Global Perspectives on Teacher Motivation

Helen M. G. Watt is Professor of Educational Psychology at the University of Sydney. She is co-editor of seven books and special issues. Her work has implications for redressing the gender imbalance in mathematics related careers, and supporting the career development of beginning teachers. She is founder and coordinator of the Network Gender and STEM (www.genderandSTEM.com), is an Associate Editor for AERA Open, and serves on several editorial boards. Paul W. Richardson is Associate Dean (Research) in the Faculty of Education, Monash University, Victoria, where he previously served as Associate Dean (Education). He has attracted substantial competitive funding from the Australian Research Council to conduct large-scale longitudinal studies with beginning teachers, published in leading journals, and received international recognition. Kari Smith is a co-editor of six books, and she is member of the international editorial board for Teachers and Teaching: Theory and Practice, Teaching and Teacher Education, Studies in Educational Evaluation, Assessment Matters, and The International Journal of Mentoring and Coaching in Education. She is a scientific supervisor for the European Doctorate in Education (EDiTE), and the Head of the Norwegian National Research School in Teacher Education (NAFOL).

• 1. Why teach? How teachers' motivations matter around the world Helen M. G. Watt, Paul W. Richardson and Kari Smith; 2. Career motivations of student teachers in the Republic of Ireland: continuity and change during educational reform and 'boom to bust' economic times Manuela Heinz, Elaine Keane and Conor Foley; 3. Why teach? Antecedents and consequences in Spain Gloria Gratacós, Ernesto López-Gómez, Guiomar Nocito and Santiago Sastre; 4. Factors motivating students to become secondary school teachers: evidence from Norway Christian Brandmo and Katrine Nesje; 5. The motivational basis of classroom management practices and beliefs of Swiss vocational teachers Jean-Louis Berger, Céline Girardet, Cynthia Vaudroz and Carmela Aprea; 6. Motivations that affect professional knowledge in Germany and Austria Johannes König and Martin Rothland; 7. Motivations and perceptions about teaching during the first year of teacher education in Estonia Merle Taimalu, Piret Luik and Karin Täht; 8. How personality dimensions and motivation to teach shape the learning achievement goals of Croatian future teachers Iris Marušić, Ivana Jugović and Tea Pavin Ivanec; 9. Exploring the relationships between prospective Turkish teachers' hopes, motivations and professional plans Altay Eren and Amanda Yeşilbursa; 10. Motivations and aspirations of teacher education students in Indonesia Anne Suryani; 11. Teacher motivation and professional commitment in the United States: the role of motivations for teaching, teacher self-efficacy and sense of professional responsibility Fani Lauermann, Stuart A. Karabenick, Robert Carpenter and Colleen Kuusinen; 12. Divided by discipline? Contrasting motivations, perceptions, and background characteristics of beginning Australian English and Mathematics teachers Helen M. G. Watt, Paul W. Richardson and Zoe A. Morris; 13. Why choose teaching and does it matter? Ruth Butler.