Teachers' Social Origins, Career Commitment During University, and Occupational Attitudes
Bibliographic Data
| ID | 2544634 |
|---|---|
| Authors | Jon Lauglo (corresponding author) |
| Year | 1975 |
| Volume | 48 |
| Issue | 3 |
| Pages | 287 |
| Publication date | 1975-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0038-0407 • E-ISSN: 1939-8573 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2112456 |
| OpenAlex | W2053561575 |
| Language | EN |
| Citations received | 5 |
| References cited | 4 |
This paper analyzes the responses of Norwegian academic-secondary teachers to questions about their social origins, about the extent to which the teachers developed a commitment to a career in teaching, while at the university, and about various aspects of their professional attitudes. Individuals of lower social origins are slightly more prone to develop an early commitment to teaching. Social origin and the strength of pedagogical commitment during university are not important determinants of teachers' occupational attitudes. The findings also do not show clearly distinguishable constellations or types of attitudes among academic-secondary teachers in Norway
Norwegian · Pedagogy · School teachers · Sociology · Evaluation of Teaching Practices · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,1 |
| Citation span | 1976 - 2021 (46) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |