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Motivasjon for a undervise er et tema som er mye diskutert i offentlige debatter og i forskningslitteraturen. Grunnen til dette er at laereres profesjonelle motivasjon har vist seg a pavirke elevenes motivasjon, laereres tilfredshet i jobben, fravaer og turnover i laereryrket, samt rekruttering av nye laerere. Alternative laererutdanninger som tilbyr en raskere vei inn i laereryrket har i de senere arene blitt etablert, bade i Norge og internasjonalt. Denne studien undersoker om den profesjonelle motivasjonen til kandidater som rekrutteres til disse programmene har spesielle kjennetegn. Artikkelen undersoker bade motivasjon for undervisning og motivasjon for a delta i det alternative lederopplaerings- og laererutdanningsprogrammet Teach First Norway. Datamaterialet bestar av sporreskjemadata og intervjudata fra ett kull (N=13) Teach First Norway-kandidater. Basert pa sporreskjemadata ble det utfort en klyngeanalyse som fant tre motivasjonsprofiler: “Lav altruistisk motivasjon”, “Interesse for undervisning” og “Hoy altruistisk motivasjon”. Ved hjelp av kvalitative intervjuer ble motivasjonsprofilene utdypet. Resultatene viser at samspillet mellom deltakernes ulike motivasjonsfaktorer er kompleks og unik. Det stereotype bildet av en Teach First Norway-kandidat som bruker programmet som et springbrett inn i lederstillinger i naeringslivet nyanseres som folge av funnene. Nokkelord: alternativ laererutdanning, motivasjon for a undervise, karriere, Teach First Norway Abstract Teacher motivation is a widely discussed topic in public debates and educational research literature. Prior research has found that teachers’ professional motivation impacts students’ motivation, teachers’ professional satisfaction, teacher absenteeism and turnover, as well as the recruitment of new teachers. Recently, the introduction of alternative teacher education programmes has provided a faster way into the teaching profession. This study investigates specific characteristics of the professional motivations of candidates recruited to these programmes. The article reports both the motivations for teaching and reasons for attending the alternative teacher education programme Teach First Norway (TFN). For descriptive purposes a cluster analysis was performed based on survey data from one cohort (N=13) of TFN candidates. Three motivational profiles emerged: ‘low altruistic motivation’, ‘high interest in teaching’ and ‘predominant altruistic motivation’. The profiles were further explored through qualitative interviews.  The results show that the interplay between participants’ motivations is complex and unique. The stereotypical image of a TFN candidate that uses the programme as a springboard into management positions in businesses becomes more nuanced as a result of these findings. Keywords: alternative teacher education, motivations to teach, careers, Teach First

Teach First Norway - who joins and what are their initial motivations for teaching?