This mixed methods study examined how millennial generation preservice teachers’ intrinsic motivation affects their professional learning in initial teacher education (ITE) and professional competence.
The quantitative findings showed interest in teaching and subject taught and self-development and ideal lifestyle as the two aspects of millennial preservice teachers’ intrinsic motivation, and confirmed a significant, positive, mediated effect from preservice teachers’ intrinsic motivation on their perceived professional competence:
Subject matter, pedagogical and educational knowledge, via their professional learning in ITE coursework and interaction with others.
The qualitative findings showed four underpinning linkages with illustrations from six preservice teacher cases. Implications for ITE are discussed.