Exploring student teachers' motivation change in initial teacher education: A Chinese perspective

Rui Eric YUAN, Lawrence Jun ZHANG

Research output: Contribution to journalArticles

9 Citations (Scopus)

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. Copyright © 2016 Elsevier Ltd.
Original languageEnglish
Pages (from-to)142-152
JournalTeaching and Teacher Education
Volume61
Early online dateOct 2016
DOIs
Publication statusPublished - Jan 2017

Citation

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.

Keywords

  • Teacher motivation
  • Pre-service teachers
  • Teacher shortage and attrition

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