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This study compares student motivation across Certificate of Introduction to Early Childhood Education and Bachelor of Education (primary and ECE specialism) cohorts. Motivation is linked in prior work to success through qualification and employment. Data from questionnaires and focus groups shows both groups share remarkably similar altruistic, intrinsic, and extrinsic motivations despite entry achievement differences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-comparison-of-the-motivations-of-pre-degree-and-degree-education-students-for-becoming-teachers-in-aotearoa-new-zealand/593770/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-comparison-of-the-motivations-of-pre-degree-and-degree-education-students-for-becoming-teachers-in-aotearoa-new-zealand/593770.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the research address about teacher education pathways in New Zealand?","Question",{"text":112,"@type":113},"The research examines how multiple entry pathways into ITE support students who are significantly underrepresented in teacher education, and it focuses on comparing their motivation to become teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which student groups are compared in the study?",{"text":117,"@type":113},"The study compares motivations of students enrolled in the Certificate of Introduction to Early Childhood Education (ECE) and students in the Bachelor of Education (BEd) Primary and ECE specialism.",{"name":119,"@type":110,"acceptedAnswer":120},"How were student motivations collected and analyzed?",{"text":121,"@type":113},"Motivational data were gathered using a questionnaire and focus groups with semi-structured questions that expand on questionnaire responses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593770,1792168132,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":36,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 11 | Article 6 |\n| --- | --- |\n| 2017\u003Cbr>A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand\u003Cbr>Vivienne Hogan\u003Cbr>AUT Auckland University of Technology, [vivienne.hogan@aut.ac.nz](vivienne.hogan@aut.ac.nz)\u003Cbr>Lynette Reid\u003Cbr>AUT Auckland University of Technology, [lynette.reid@aut.ac.nz](lynette.reid@aut.ac.nz)\u003Cbr>Dale Furbish\u003Cbr>AUT Auckland University of Technology, [dale@orcon.co.nz](dale@orcon.co.nz) |  |\n\nRecommended Citation  \nHogan, V., Reid, L., & Furbish, D. (2017). A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand. Australian Journal of Teacher Education, 42 (11).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol42/iss11/6](http://ro.ecu.edu.au/ajte/vol42/iss11/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss11/6](http://ro.ecu.edu.au/ajte/vol42/iss11/6)  \nAustralian Journal of Teacher Education  \nA Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand  \nVivienne Hogan  \nLynette Reid  \nDale Furbish  \nAUT Auckland University of Technology, New Zealand  \nAbstract: In New Zealand the Ministry of Education is committed to  \nattracting and retaining ‘high quality individuals’ to the teaching  \nprofession who represent the diverse cultural and socio-economic  \ncommunities in the country. One way to achieve this has been through  \nthe provision of multiple pathways into initial teacher education  \n(ITE). Such pathways provide access for students significantly  \nunderrepresented in Teacher Education. This research sought to  \ninvestigate and compare the motivation of students enrolled on the  \nCertificate of Introduction to Early Childhood Education (ECE) or  \nthe Bachelor of Education (BEd) Primary andECE specialism. As  \nother research has suggested, there is a correlation between student motivation to teach and their success in ITE programmes, through to  \nbeing qualified and working in the teaching profession. Qualitative  \nand quantitative data was gathered from a questionnaire and focus  \ngroups, using semi-structured questions to expand on questionnaire  \nresponses. Findings from data sources highlighted that, despite the  \ndifferences in academic achievement on entry between both groups,  \nmotivations for pursuing teaching as a career were remarkably  \nsimilar, showing comparable responses in relation to altruistic,  \nintrinsic and extrinsic motivation.  \nKeywords: motivation; initial teacher education; non-traditional students; student teachers  \nIntroduction  \nInternational attention to improving the quality of new entrants into teacher education has resulted in recent policy initiatives regarding entry requirements for teacher education programmes. In March 2016, the Department for Education in England produced a document which sets out initial teacher training criteria and supporting advice for accredited initial teacher training providers. In August 2015, in Australia, the Australian Institute for Teaching and School Leadership (AITSL) published new guidelines for the selection of entrants into initial teacher education (ITE) . Despite commonalities in the recommended guidelines for entry to ITE programmes in these countries, including a general move to postgraduate entry, there are significant differences regarding what are considered minimal acceptable standards for entry into teacher education and, more importantly, how these are measured. For example, in Australia, new guidelines for ITE providers for the selection of entrants into initial teacher education include the following objective (1.2):  \nVol 42, 11, November 2017 81  \nAustralian Journal of Teacher Education  \nIn selecting entrants into their programs, it is critical that providers of initial teacher education identify and admit only those ","cbCaiqe3MhQKxjbn","https://ap.wps.com/l/cbCaiqe3MhQKxjbn","pdf",449809,16,"English","# Introduction\n# Recommended Citation and Journal Metadata\n## Volume and Issue Information\n## Abstract and Keywords","[{\"question\":\"What problem does the research address about teacher education pathways in New Zealand?\",\"answer\":\"The research examines how multiple entry pathways into ITE support students who are significantly underrepresented in teacher education, and it focuses on comparing their motivation to become teachers.\"},{\"question\":\"Which student groups are compared in the study?\",\"answer\":\"The study compares motivations of students enrolled in the Certificate of Introduction to Early Childhood Education (ECE) and students in the Bachelor of Education (BEd) Primary and ECE specialism.\"},{\"question\":\"How were student motivations collected and analyzed?\",\"answer\":\"Motivational data were gathered using a questionnaire and focus groups with semi-structured questions that expand on questionnaire responses.\"}]","A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand | PDF",1792077885]