The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England

• Published in: British educational research journal Vol. 49; no. 5; pp. 1065 - 1087
• Main Authors: George, Sindu, Thornby, John
• Format: Journal Article
• Language: English
• Published: London Wiley 01.10.2023; Blackwell Publishing Ltd
• Subjects: Adolescents; Altruism; Career Choice; Careers; Children; Desire; Foreign Countries; Gender Differences; Higher education; Intrinsic motivation; Motivation; Occupational choice; Occupations; Perceptions; Preservice Teachers; Preservice training; Student Attitudes; Student Motivation; Student teachers; Teacher attitudes; Teacher education; Teachers; Teaching; Teaching (Occupation); Tourism; Values; United Kingdom (England); United Kingdom > UK; England
• DOI: 10.1002/berj.3887
• ISSN: 0141-1926

Why teachers choose their career has been a popular topic of research in many contexts since the introduction of the FIT‐Choice framework by Watt and Richardson in 2007 to study teacher motivations. Although altruistic motivations have been identified as the common driving factor behind preservice teachers' (PSTs') decision to enter the field, there are other motivational factors—such as teaching being a career that fits well with family commitments, or choosing teacher education as a ‘fallback’ option—that are widely reported in different contexts. The introduction of incentives for student teachers in certain subjects has been subject to media criticism in England as promoting ‘bursary tourism’. This study investigates the career entry motivations and teaching perceptions of PSTs from a university that is one of the key teacher education providers in the country, using the FIT‐Choice framework. The paper discusses the findings ( N  = 115), including validation of the FIT‐Choice scale, collecting data on 12 motivations and six perceptions, along with preliminary findings. It was identified that intrinsic career values were the highest rated motivation, followed by altruistic values such as the desire to make a social contribution and being a part of shaping the future of children and adolescents. Perceived abilities were also rated higher, while personal utility values and task returns— including monetary rewards—were rated very low. While the participants agreed that the job is professionally and emotionally demanding, it was promising to note that they were highly satisfied with their career choice, implicitly indicating their intention to continue in the teaching profession. Gender differences, along with field of study and training pathway differences in motivations and teaching perceptions are also discussed, with practical implications.