Teachers’ ability to motivate students can be a function of their motivation and perception of teaching. Hence, identification of the influential factors incenting teacher students to embark on teacher education programs and to become teachers is of much significance to teacher trainers as well as education administrators. The review of the related studies crystallizes that teacher students’ motivation and perceptions of teaching is an under-explored area. Thus, the present study was aimed at delineating these factors in an EFL context through comparing male and female senior and freshman teacher students’ motivations for becoming teachers employing FIT-choice scale adapted and validated by Watt and Richardson (2007, 2008) .Two hundred senior and freshman teacher students majoring in primary education in Farhangian University shaped the body of participants. The results of t-tests indicated significant difference between senior and freshman teacher students in terms of time for family, job transferability, and prior teaching/learning experience. The results also revealed that male and female students have the same perceptions of teaching though male students outperformed the female ones in ability, job security, and time for family as three components of motivations.

中文翻译：

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教师动机和教学观念的影响因素-以法汉大学为例

教师激励学生的能力可能取决于他们的动机和对教学的看法。因此，确定影响教师学生开展教师教育计划并成为教师的影响因素对教师培训者和教育管理者具有重要意义。对相关研究的回顾清楚地表明，师范生的动机和对教学的看法是一个尚未充分研究的领域。因此，本研究旨在通过比较男性和女性高年级和新生的学生使用FIT选择量表（由Watt和Richardson进行验证）（2007年，2008年）来描述在EFL背景下的这些因素。Farhangian大学的基础教育专业有200名高年级和新生老师，形成了参与者的主体。t检验的结果表明，高年级和新生教师学生在家庭时间，工作可迁移性和先前的教学/学习经验方面存在显着差异。研究结果还显示，尽管在动机，工作保障和家庭时间三个方面，男生的表现优于女生，但男生和女生对教学的看法相同。