Called to Teach: Interpreting the Phenomenon of Calling as a Motivating Factor

Samuel J. Smith; Jared T. Bigham

Called to Teach: Interpreting the Phenomenon of Calling as a Motivating Factor

Research output: Contribution to journal › Article › peer-review

Abstract

This hermeneutic phenomenological study examines the phenomenon of the calling to teach. Nine participants were interviewed, and the dialogue was analyzed for themes uncovered from participants’ interpreted experiences. The following themes were revealed: the calling experience as a process, esteem for the teaching profession as a calling, the use of spirituality for affirmation, and the direct impact of spirituality on career choice.

Original language	American English
Journal	Life@School
Volume	8
State	Published - Aug 2 2008

Disciplines

Education
Scholarship of Teaching and Learning
Teacher Education and Professional Development

Access to Document

081001 CALLED TO TEACH [email protected]Final published version, 4.43 MBLicense: Unspecified

Cite this

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title = "Called to Teach: Interpreting the Phenomenon of Calling as a Motivating Factor",

abstract = " This hermeneutic phenomenological study examines the phenomenon of the calling to teach. Nine participants were interviewed, and the dialogue was analyzed for themes uncovered from participants{\textquoteright} interpreted experiences. The following themes were revealed: the calling experience as a process, esteem for the teaching profession as a calling, the use of spirituality for affirmation, and the direct impact of spirituality on career choice. ",

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