Motivation change of pre-service English teachers: A Hong Kong study

Icy LEE, Rui Eric YUAN

Research output: Contribution to journalArticles

9 Citations (Scopus)


This paper reports a study that investigated the motivations towards teaching of six pre-service English teachers enrolled on a teacher education course in Hong Kong. A qualitative case study approach was adopted, using data gathered from pre- and post-course interviews with individual participants, their dialogue journals with the teacher educator as well as their post-course reflection papers. Drawing on existing research on motivation in teacher education and educational psychology, the findings show that while some pre-service teachers developed their motivations towards teaching in the course, some others showed little change. The study suggests that pre-service teachers' previous experience and personal beliefs as well as the course content and design could play an important role in changing their motivations. The paper concludes with some implications for language teacher education regarding ways to promote and sustain student teachers' motivations towards teaching. Copyright © 2014 Taylor & Francis.
Original languageEnglish
Pages (from-to)89-106
JournalLanguage, Culture and Curriculum
Issue number1
Publication statusPublished - 2014


Lee, I., & Yuan, R (2014). Motivation change of pre-service English teachers: A Hong Kong study. Language, Culture and Curriculum, 27(1), 89-106. doi: 10.1080/07908318.2014.890211.


  • Language teacher education
  • Professional development
  • Motivations towards teaching
  • Pre-service teachers
  • Hong Kong

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