Given the perennial challenge of attracting and retaining high-quality teachers, especially in large cities, there is a need to understand why preservice teachers in urban districts choose a teaching career, their perceptions of the profession, and how these relate to their initial career commitments and aspirations. Using latent profile analysis, we examined patterns of motivational perceptions with variables from the Factors Influencing Teacher Choice model alongside perceived task effort cost, opportunity cost, and emotional cost of teaching within a diverse sample of 630 preservice teachers. We identified four distinct profiles that differentially related to theorized antecedents (prior teaching and learning experiences, social encouragement, fallback career) and outcomes (satisfaction, planned persistence, planned professional development, leadership aspirations). Race, gender and certification-level were distributed in unique patterns across profiles. Results provide a holistic perspective of preservice teacher motivations and indicate that perceived costs in relation to FIT Choice variables were a defining characteristic of motivational patterns.

考虑到吸引和留住高素质教师的长期挑战，尤其是在大城市，有必要了解为什么市区的职前教师选择教学职业，他们对职业的看法以及这些与他们最初的职业承诺如何相关和愿望。使用潜在的个人资料分析，我们在630名岗前教师的不同样本中，使用来自影响教师选择因素的因素的变量，以及感知的工作努力成本，机会成本和教学情感成本，研究了动机感知的模式。我们确定了四种不同的概貌，这些概貌与理论上的先例（先前的学习和学习经验，社会鼓励，后备职业）和结果（满意度，计划的持久性，计划的专业发展，领导的愿望）。种族，性别和认证级别以独特的方式分布在个人资料中。结果提供了岗前教师激励的整体视角，并表明与FIT选择变量相关的感知成本是激励模式的定义特征。