The Central Government-Funded Teacher Education Policy in China: Impacts on Career-Choice Motivation of Pre-service Teachers

This book utilises expectancy–value theory and undermining effect of extrinsic reward theory to examine the impact of the Central Government-Funded Teacher Education (CGFTE) policy on Chinese pre-service teachers' motivations for choosing the teaching profession.

Quantitative data analysis revealed six distinct categories of motivations to teach: teacher influence, job advantages (extrinsic), social value (altruistic), personal interest (intrinsic), others' suggestions, and fallback career....