Search results for: Student motivation
Page 1/5 45 items
Drawing on data from semi-structured interviews, this case study enquires into the methods employed by a Chinese teacher mentor of English as a Foreign Language to give feedback on practicum reports to poorly motivated student teachers. Data analysis showed that the mentor provided written comments mainly on empowered motivation with a focus on the reflection section. The findings also revealed that the mentor patterned her feedback with ‘praise-suggestion’ to shape student teachers’ identity emotionally and ethically.
Updated: May. 27, 2020
This article aims to explore the differences between first-year and fifth-year student teachers on a number of personality and motivational variables that are indicative of their approaches to learning. The findings reveal that first-year and final-year student teachers differ on a number of variables relevant for their academic performance during teacher studies. The authors found that final-year student teachers displayed more conscientiousness, self-efficacy for learning and performance and had higher academic and problem-solving self-concepts than first-year student teachers.
Updated: Nov. 22, 2018
This study aimed to investigate the motivating factors for choosing the teaching profession by nontraditional, post-baccalaureate candidates who had returned to higher education to pursue an initial teaching license. The authors found that participants noted intrinsically motivated factors and more pragmatic motivators. The authors categorized the intrinsic motivators as noble causes, which included the opportunity to share their love for learning or to make a difference in society or students’ lives. The pragmatic motivators included the need for a career change or the perceived benefits of the teaching career.
Updated: Jul. 18, 2018
This study explores 10 pre-service English foreign language (EFL) teachers' motivation change in a Government-funded Normal Program in China. The findings reveal that the participants’ motivations experienced ups and downs in the process of learning to teach, which ultimately led to their enhanced intrinsic motivations towards teaching. Further, the authors found that the pre-service teachers' engagement with their peers and the teacher educators in the coursework facilitated their cognitive learning with positive influences on their self-efficacy and also brought them a sense of social connectedness, which together contributed to their motivational development.
Updated: May. 16, 2018
Understanding Student Engagement with Research: A Study of Pre-service Teachers’ Research Perceptions, Research Experience, and Motivation
This study aimed to determine whether past research experience and pre-existing motivation style influence pre-service teachers’ perceptions of research. This study demonstrates that pre-service teachers generally display a positive attitude towards research, although these attitudes depend on their perceived research experience and also on their motivational styles. Furthermore, the authors found that students who believe they possess research experience are more likely, compared to students who believe they do not possess such experience, to value research and support the university’s attempts to promote research at the undergraduate level.
Updated: Mar. 07, 2018
Motivation and Commitment: Pre-Service Teachers from Hong Kong and Mainland China at a Training Institute in Hong Kong
This study examined the motivation to teach and the commitment to teaching among prospective student teachers from mainland China and their Hong Kong counterparts. The findings suggest that the individuals’ commitment to teaching was mediated by immediate contextual factors, closely related to their imagined teaching identity. These factors were also shaped by their socio-economic backgrounds, and constructed by social discourses on teachers and the teaching profession. The authors conclude that this research sheds lights on how to sustain non-local prospective student teachers’ motivation to teach and commitment to teaching. This study also highlights how to ensure their full participation in teaching practices after graduation, and how to retain young qualified teachers in the teaching profession, in educational settings elsewhere.
Updated: Feb. 22, 2018
The current study examines how the perceived learning environment in teacher education contributes to the sense of professional agency in the classroom among first-year student teachers. The results revealed that the sense of professional agency in the classroom requires motivation to learn about teaching, efficacy beliefs about learning, and activities for facilitating and managing learning in the classroom. The results also demonstrate that these basic elements of professional agency were embedded in the contextualised components of student teachers’ sense of professional agency in the classroom. This study showed that the quality of peer relations is a key regulator for student teachers’ sense of professional agency from the very beginning of teacher studies. Peers are also shown to play a central role when facing challenges.
Updated: Sep. 05, 2017
Motives for Becoming a Teacher and their Relations to Academic Engagement and Dropout among Student Teachers
The purpose of this study was to examine the motives for Swedish student teachers to study to become teachers and to explore the relationship between teachers’ motives and their academic engagement and dropout rates at the end of their studies. The findings reveal that the students enrolled in teacher education due to mainly altruistic motives, such as a desire to help and support students and contribute to society, and intrinsic motives, such as perceiving teaching to be stimulating and being interested in the particular school subjects. Extrinsic motives such as reliable income and secure job conditions were not as important to them. In addition, the findings showed a negative significant relationship between the altruistic motive and dropout, mediated by academic engagement, whereas the relationships between intrinsic and extrinsic motives and academic engagement were not significant.
Updated: Jul. 27, 2016
The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education
This study examines the relationship between different types of teaching motivation and (1) various facets of professional competence and (2) planned engagement in future teaching. The findings show the positive association between ‘intrinsic–altruistic motivation constellation’ and selected facets of professional competence. Two major professional orientations of the ‘intrinsic–altruistic motivation constellation’ were identified: (1) student-centred orientation and (2) subject-centred orientation.
Updated: Jul. 18, 2016
This article explores in what ways student teachers’ learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, the results highlight the different ways in which activities in teacher education programmes can be designed, the different motivations students have to engage in them repetitively, and different ways in which feedback can be organised, within contextual constraints posed by all professional environments.
Updated: Jun. 30, 2016