Reasons Why Teaching Professionals Continue or Resume University Study in the Wallonia-Brussels Federation: Knowledge for Its Own Sake? Economics? Altruism?
De Stercke, Joachim; Derobertmasure, Antoine; Duchatel, Julienet al.
2016 • In European Journal of Higher Education, 6 (2), p. 159-175
[en] Teachers; [en] University; [en] Resume; [en] Continue; [en] Study
Abstract :
[en] Preparing candidates for the rigours of the teaching profession represents a major challenge for educational systems, begging the question of whether the opportunity for professional educators to further their own university education represents, to them, a way of developing their teaching skills (intrinsic motivation), a means of earning a higher salary (extrinsic motivation), or a means of increasing their usefulness to society through their involvement in education (altruistic motivation). This study aims at answering this question with regard to higher education institutions in the Wallonia-Brussels Federation in French-speaking Belgium, and, specifically, in the case of the University of Mons. That question is particularly relevant in this specific environment given that though continued university study is not compulsory for teachers, earning an additional degree does entitle those professionals to a higher salary. This study shows that while the decision to resume university study can be in response to a number of different factors, the deciding factors are more often extrinsic than intrinsic or altruistic.
Disciplines :
Political science, public administration & international relations Education & instruction
Author, co-author :
De Stercke, Joachim ; Université de Mons > Faculté de Psychologie et des Sciences de l'Education > Méthodologie et formation
Derobertmasure, Antoine ; Université de Mons > Faculté de Psychologie et des Sciences de l'Education > FPSE - Cellule de pédagogie facultaire
Duchatel, Julien
Temperman, Gaëtan ; Université de Mons > Faculté de Psychologie et des Sciences de l'Education > Ingénierie pédagogique et numérique éducatif
De Lièvre, Bruno ; Université de Mons > Faculté de Psychologie et des Sciences de l'Education > Ingénierie pédagogique et numérique éducatif
Robertson, Jean Ellen ; Université de Mons > Faculté de Traduction et d'Interprétation - Ecole d'Interprètes Internationaux > American Studies Center
Language :
English
Title :
Reasons Why Teaching Professionals Continue or Resume University Study in the Wallonia-Brussels Federation: Knowledge for Its Own Sake? Economics? Altruism?
Publication date :
15 February 2016
Journal title :
European Journal of Higher Education
ISSN :
2156-8235
Publisher :
Taylor & Francis, Abingdon, United Kingdom
Volume :
6
Issue :
2
Pages :
159-175
Peer reviewed :
Peer Reviewed verified by ORBi
Research unit :
P303 - Pédagogie générale et médias éducatifs P342 - FPSE - Service du Doyen T205 - American Studies Center
Research institute :
R250 - Institut de recherche pour le Développement sociétal et territorial
Bastin, E. 2015. Les motivations à devenir enseignant: une enquête à large échelle pour les étudiants de première année des Hautes Ecoles pédagogiques du Pôle hainuyer. Belgique: Mémoire de Master en Sciences de l’éducation, Université de Mons.
Berger, J. L., and Y., D'Ascoli. 2011. “Les motivations à devenir enseignant: revue de la question chez les enseignants de première et deuxième carrière.” Revue française de pédagogie 175: 113–146. http://www.erudit.org/revue/ncre/2012/v15/n2/1018455ar.pdf. doi: 10.4000/rfp.3113
Blais, M. R., N. M., Brière, L., Lachance, A. S., Riddle, and R. J., Vallerand. 1993. “L'inventaire des motivations au travail de Blais.” Revue québécoise de psychologie 14: 185–215. http://www.er.uqam.ca/nobel/r26710/LRCS/papers/58.pdf.
Brown, S. 2002. “Strategies that Contribute to Nontraditional/adult Student Development and Persistence.” PACE Journal of Lifelong Learning 11: 67–76.
Carré, P. 2001. De la motivation à la formation. Paris: L'Harmattan.
Cattell, R. B., 1966. “The Scree Test for the Number of Factors.” Multivariate Behavioral Research 1: 245–276. doi: 10.1207/s15327906mbr0102_10
Cattell, R. B., 1977. “The Grammar of Science and the Evolution of Personality Theory.” In Handbook of Modern Personality Theory, edited by R. B., Cattell and R. M., Dreger, 3–42. New York: Wiley/Halsted Press.
Cubeta, J., N., Travers, and B., Sheckley. 2001. “Predicting the Academic Success of Adults from Diverse Populations.” Journal of College Student Retention: Research, Theory and Practice 2 (4): 295–311. doi: 10.2190/E9JJ-Q2GG-9RHN-N588
Deci, E. L., and M. R., Ryan. 2000. “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determination of Behavior.” Psychological Inquiry 4: 227–268. doi: 10.1207/S15327965PLI1104_01
Delvaux, B., P., Desmarez, V., Dupriez, S., Lothaire, and M., Veinstein. 2013. “Les enseignants débutants en Belgique francophone: trajectoires, conditions d'emploi et positions sur le marché du travail.” Les Cahiers de recherche du Girsef, 92. https://www.uclouvain.be/cps/ucl/doc/girsef/documents/cahier_92_Delvaux.pdf.
Demeuse, M., A., Derobertmasure, and N., Friant. 2010. “Differentiated Financing of Schools in French-Speaking Belgium: Prospectives for Regulating a School Quasi-Market.” Educational Research and Evaluation 16 (2): 197–216. doi: 10.1080/13803611.2010.484981
DeRemer, M. A., 2002. “The Adult Student Attrition Decision Process (ASADP) Model.” Theses. The University of Texas at Austin. http://repositories.lib.utexas.edu/bitstream/handle/2152/540/deremerma029.pdf.
De Stercke, J. 2014. “Persévérance et abandon des enseignants débutants: la relève issue des Hautes Ecoles.” Thèse de doctorat. Mons: Université de Mons. http://halshs.archives-ouvertes.fr/SHS/tel-00999263/fr/
D'Hainaut, L. 1975. Concepts et méthodes de la statistique (Vol. 1). Bruxelles: Labor.
Doray, P., P., Bélanger, and L., Mason. 2005. “Entre hier et demain: carrières et persévérance scolaires des adultes dans l'enseignement technique.” Lien social et Politiques 54: 75–89. http://www.erudit.org/revue/lsp/2005/v/n54/012861ar.pdf. doi: 10.7202/012861ar
Hagedorn, L. 1999. “Factors Related to the Retention of Female Graduate Students Over 30.” Journal of College Student Retention: Research, Theory and Practice 1 (2): 99–114. doi: 10.2190/LKWC-EJUB-V5KM-BRNQ
Huberman, M. A., and M. B., Miles. 1994. “Data Management and Analysis Methods.” In Handbook of Qualitative Research, edited by Dans N. K., Denzin and Y. S., Lincoln, 428–444. London: SAGE.
Krečič, M. J., and M. I., Grmek. 2005. “The Reasons Students Choose Teaching Professions.” Educational Studies 31 (3): 265–274. doi: 10.1080/03055690500236449
Kyriacou, C., and M., Coulthard. 2000. “Undergraduates’ Views of Teaching as a Career Choice.” Journal of Education for Teaching 26 (2): 117–126. doi: 10.1080/02607470050127036
Mukamurera, J., 2011. “Les conditions d'insertion et la persévérance dans la profession enseignante.” In Profession enseignante. Démarches et soutien à l'insertion professionnelle, edited by Dans F. Lacourse, S. Martineau, and T. Nault (dir.), 37–58. Montréal: Éditions CEC.
Mukamurera, J., and S., Martineau. 2009. “La précarité d'emploi, une voie périlleuse d'entrée en enseignement.” Formation et profession 16 (2): 54–56. http://goo.gl/Xk5AkD
NCES. 2002. Nontraditional Undergraduates: Findings from the Condition of Education 2002. Washington, DC: US Department of Education, National Center for Education Statistics.
Postic, M., G., Le Calve, S., Joly, and F., Beninel. 1990. “Motivations pour le choix de la profession d'enseignant.” Revue française de pédagogie 91: 25–36. doi: 10.3406/rfp.1990.1385
Rayou, P., and A., Van Zanten. 2004. Enquête sur les nouveaux enseignants. Changeront-ils l’école? Paris: Bayard.
Richardson, P., and H., Watt. 2005. “I've Decided to Become a Teacher: Influences on Career Change.” Teaching and Teacher Education 21 (5): 475–489. doi: 10.1016/j.tate.2005.03.007
Richardson, P., and H., Watt. 2006. “Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities.” Asia-Pacific Journal of Teacher Education 34 (1): 27–56. doi: 10.1080/13598660500480290
Ross, K., and R., Levačić, eds. 1999. Needs Based Resource Allocation in Education via Formula Funding of Schools. Paris: International Institute of Educational Planning.
Rots, I., G., Kelchtermans, and A., Aelterman. 2012. “Learning (not) to Become a Teacher: A Qualitative Analysis of the Job Entrance Issue.” Teaching and Teacher Education 28: 1–10. doi: 10.1016/j.tate.2011.08.008
Sandler, M. 1998. “Career Decision Making Self-efficacy and an Integrated Model of Student Persistence.” Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
Sandler, M. 2000. “Career Decision-Making, Self Efficacy, Perceived Stress, and an Integrated Model of Student Persistence: A Structural Model of Finances, Attitudes, Behavior and Career Development.” Research in Higher Education 41 (5): 537–580. doi: 10.1023/A:1007032525530
Sauvé, L., G., Debeurme, J., Fournier, E., Fontaine, and A., Wright. 2006. “Comprendre le phénomène de l'abandon et de la persévérance pour mieux intervenir.” Revue des sciences de l'éducation 32: 783–805. http://id.erudit.org/iderudit/016286ar. doi: 10.7202/016286ar
Savoie-Zajc, L. 2004. “La recherche qualitative/interprétative en éducation.” In La recherche en éducation: étapes et approches, Th. Karsenti and L. Savoie-Zajc (dir.), 123–150. Sherbrooke: Éditions du CRP.
Sinclair, C. 2008. “Initial and Changing Student Teacher Motivation and Commitment to Teaching.” Asia-Pacific Journal of Teacher Education 36 (2): 79–104. doi: 10.1080/13598660801971658
Sinclair, C., M., Dowson, and D., McInerney. 2006. “Motivations to Teach: Psychometric and Longitudinal Perspectives.” Teachers College Record 108 (6): 1132–1154. doi: 10.1111/j.1467-9620.2006.00688.x
Smith, T. M., and R. M., Ingersoll. 2004. “What are the Effects of Induction and Mentoring on Beginning Teacher Turnover?” American Educational Research Journal 41 (3): 681–714. doi: 10.3102/00028312041003681
Staiculescu, R. 2011. “La persévérance des adultes (immigrants récents et non immigrants) dans un contexte d’éducation des adultes et de formation continue.” Thèse de doctorat, Université du Québec à Montréal.
Stitou, M., and C., Duchesne. 2011. “Poursuivre des études universitaires dès l’âge de 17 ans: étude des motivations d’étudiants québécois.” Revue des sciences de l'éducation de McGill 46: 267–284. http://www.erudit.org/revue/mje/2011/v46/n2/1006439ar.pdf.
Vallée, A., F., Artus, J., Delbecq, V., Roberti, and M., Demeuse. 2010. “Adultes en reprise d’études universitaires: profils personnel et d'engagement selon le choix de la ‘filière-horaire.’” Evaluation des dispositifs et des programmes, 74–88. http://hal.archives-ouvertes.fr/docs/00/80/80/81/PDF/ActasADMEE2010_V2_adultes_reprise_A_tudes.pdf.
Vertongen, G., E., Bourgeois, F., Nils, F., Viron, and J., Traversa. 2009. “Les motifs d'entrée en formation des adultes en reprise d’études universitaires.” L'orientation scolaire et professionnelle 38 (1): 25–44. http://osp.revues.org/1829. doi: 10.4000/osp.1829
Watt, H., and P., Richardson. 2007. “Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale.” The Journal of Experimental Education 75 (3): 167–202. doi: 10.3200/JEXE.75.3.167-202