Preservice teacher professional commitment: A conceptual model and literature review

• DOI: 10.1016/j.tate.2021.103373
• Publication Date: 2021-05-10T03:18:14Z
• Authors: Guoxiang Wang; Michael Strong; Shaoan Zhang; Katrina Liu
• Keywords: 4. Education; 05 social sciences; 0503 education

Abstract Prior research on preservice teacher commitment focuses on the relation between commitment and various relevant factors. Its nature and how it originates, develops, and impacts preservice teachers' learning to teach and career choice have yet to be described clearly. Using Locke's Model of Work Motivation, this paper presents a conceptual model to explain the nature of preservice teacher commitment, illustrates its genesis and development, and analyzes how commitment impacts preservice teachers' learning to teach and career choice. Further, we conduct a literature review of empirical research on preservice teacher commitment to explicate the constructs and relationships embedded in the conceptual model and corroborate its viability. Finally, we discuss the implications of our new model from multiple perspectives.