Prior research on preservice teacher commitment focuses on the relation between commitment and various relevant factors. Its nature and how it originates, develops, and impacts preservice teachers' learning to teach and career choice have yet to be described clearly. Using Locke's Model of Work Motivation, this paper presents a conceptual model to explain the nature of preservice teacher commitment, illustrates its genesis and development, and analyzes how commitment impacts preservice teachers' learning to teach and career choice. Further, we conduct a literature review of empirical research on preservice teacher commitment to explicate the constructs and relationships embedded in the conceptual model and corroborate its viability. Finally, we discuss the implications of our new model from multiple perspectives.

职前教师承诺的先前研究着重于承诺与各种相关因素之间的关系。其性质以及其产生，发展和影响职前教师学习教学和职业选择的方式尚未明确描述。本文使用洛克的工作动机模型，提出了一个概念模型来解释职前教师承诺的性质，说明其成因和发展，并分析承诺如何影响职前教师学习教学和职业选择。此外，我们进行了关于职前教师承诺的实证研究的文献综述，以阐明概念模型中嵌入的结构和关系并证实其可行性。最后，我们从多个角度讨论新模型的含义。