Study on the Mechanisms Influencing the Intention to Teach of Current Students in Ministry Teachers' Universities

-- An Empirical Study Based on the FIT-Choice Framework

Abstract

In recent years, China's Ministry of Education and other departments have issued policy documents related to teacher education that put forward systematic and comprehensive requirements for the training of pre-service teachers, whose willingness to teach determines the stability of the teaching force. As ministerial teachers' colleges bear the major task of training pre-service teachers, the study of the deep-rooted mechanism behind the desire to teach plays an important role in teacher education. Aiming at the reality that some students of ministerial teacher training universities have poor willingness to teach, an empirical study was conducted to explore the mechanisms influencing the willingness of students of ministerial teacher training universities to teach. The study found that, firstly, the results of the survey show that the overall willingness to teach of the students of the Ministry of Teacher Training University is higher than that of the students of the Ministry of Teacher Training University. Intrinsic value, personal value and social value affect the willingness to teach of the students of the Ministry of Teacher Training University to different degrees, and the effects of intrinsic value and social value are positive, while the effect of personal value is negative. The marginal effect of social value on the willingness to teach of the students of the Ministry Teachers' University is more significant than that of intrinsic value. Secondly, there were varying degrees of influence of student category, grade level, parental expectations of teaching, policy knowledge, and policy agreement. Thirdly, the marginal effect of the social value motivation on willingness to teach was greatest for students at the disadvantageous level of willingness to teach. For students with a moderately low level of willingness to teach, the marginal effects of the three types of motivation to teach were not significantly different. The effect of social value and intrinsic value motivation to teach on the willingness to teach of the students in the ministry's teacher training universities is greater for those students who have a medium to high level of willingness to teach. The marginal effect of intrinsically valued motivation to teach on willingness to teach was greatest for school students with intermediate to high levels of willingness to teach. In the future, it is recommended that the ministry's teacher training universities should focus their efforts on four areas: strengthening policy publicity and supervision to stimulate teacher trainees' motivation to teach; strengthening teachers' commitment to educating people to deepen the foundation of vocational conviction education; and strengthening the willingness of teacher trainees to teach by linking up with their families and schools to provide all-round support for the cultivation of future teacher trainees. The second classroom is the cornerstone of teacher trainees' willingness to teach.