Exploring student teachers’ motivation change in initial teacher education: A Chinese perspective
Abstract
Informed by a multiple, integrated perspective on teacher motivations, this study explores ten student teachers' motivation change throughout a pre-service language teacher education program in China. Drawing on data from the participants' personal reflections, focus group interviews, and individual interviews, this study reveals how the participants' motivations were shaped and reshaped through their professional practice and social interactions in relation to their self-efficacy, outcome expectations, professional autonomy, and social support in their learning context. This study concludes with some implications for policy makers and teacher educators on how to cultivate and promote pre-service teachers' motivations and commitments towards teaching as a life-long career.
Reference
Yuan, R., & Zhang, L. J. (2017). Exploring student teachers' motivation change in initial teacher education: A Chinese perspective. Teaching and Teacher Education, 61, 142-152.
Journal
Teaching and Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- cross-case analysis
- Qualitiative
Geographic Setting
Institutional Context
Certification Level
- ELT (English-language teaching) primary, secondary and tertiary levels
Programatic Focus
- ELT (English Language Teaching)
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
10
Duration of Data Collection
Data Sources
- Focus group interviews
- Interviews
- reflections
Data Analysis Tools
- cross-case analysis
- Inductive analysis
- member checking
Researcher Positionality
- inside (staying their own students)
Research Questions
"What motivated the participants to become teachers?" (p. 144).
Is this research question explicit from the manuscript? Yes
"What change, if any, did the participants experience in their
motivations during their pre-service language teacher
education?" (p. 144).
Is this research question explicit from the manuscript? Yes