Finnish teacher students’ career choice motivations: A mixed methods study

This mixed-methods study analysed motivations to teach among Finnish first-year teacher students ( N = 946) from early childhood, primary and special education programs, to discern potential additional motivations in a context where teaching is highly regarded and any differences between programs. Responses to an open-ended question revealed complementary motivational nuances to enrich the FIT-Choice scale in this context, such as ‘perceived social status’, highlighting the value of a mixed-methods approach. Highest-rated motivations on the FIT-Choice scale were social and intrinsic values, ability, and positive prior teaching and learning experiences; these were also most frequently mentioned of the FIT-Choice factors in open-ended responses, although correspondence at the individual level was modest. Minor differences occurred in career motivations between students from different programs. • Highest-rated motivations were intrinsic and social values (FIT-Choice scale). • Open-ended responses revealed additional teacher motivations in Finnish teacher education. • Additional motivations highlighted social status, self-development and autonomy. • There were differences in motivation salience versus ratings. • The FIT-Choice factor structure was replicated in our Finnish sample.