Millennial generation preservice teachers' intrinsic motivation to become a teacher, professional learning and professional competence

Research output: Contribution to journalArticles

Abstract

This mixed methods study examined how millennial generation preservice teachers' intrinsic motivation affects their professional learning in 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. Copyright © 2020 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number103180
JournalTeaching and Teacher Education
Volume96
Early online dateAug 2020
DOIs
Publication statusE-pub ahead of print - Aug 2020

Citation

Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2020). Millennial generation preservice teachers' intrinsic motivation to become a teacher, professional learning and professional competence. Teaching and Teacher Education, 96. Retrieved from https://doi.org/10.1016/j.tate.2020.103180

Keywords

  • Intrinsic motivation
  • Professional learning
  • Millennial generation
  • Preservice teacher
  • Professional competence

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