Configuring the three-way relationship among student teachers' competence to work in schools,professional learning and teaching motivation in initial teacher education |
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| Institution: | 1. Department of Education Policy and Leadership, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, N.T., Hong Kong SAR, China;2. Department of Psychological Studies, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, N.T., Hong Kong SAR, China;3. Department of Curriculum and Instruction, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, N.T., Hong Kong SAR, China;1. School of Education, The University of Texas at Tyler, 3900 University Boulevard, BEP 212D, Tyler, TX, 75703, United States;2. Dreeben School of Education, University of the Incarnate Word, 4301 Broadway, CPO 293, San Antonio, TX, 78209, United States;1. Technische Universität Berlin, Germany;2. Independent Researcher, Berlin, Germany;1. Department of Research and Evaluation, The Round Rock Independent School District, 1311 Round Rock Avenue, Round Rock, TX, 78681, USA;2. The University of Texas at Austin, J.J. Pickle Research Campus, Bldg. 205, 10100 Burnet Road (R8700), Austin, TX, 78758, USA;1. Linköping University, Sweden;2. Uppsala University, Department of Education, Sweden |
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| Abstract: | This mixed methods study investigated pre-service student teachers' self-perception of competence to work in schools, and its relationship with professional learning and teaching motivation in the context of initial teacher education (ITE). Two major dimensions of competence to work in schools emerged in the study: (1) understanding school organization, and (2) managing growth-fostering relationships with teachers and peers. Learning in ITE fieldwork and Learning in ITE coursework were found to predict this competence, although the predictive relationship was partially mediated by “Intrinsic: interest and efficacy in subject taught” motivation and “Altruistic-intrinsic: multifaceted and stimulating job nature” motivation. Implications for ITE are discussed. |
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| Keywords: | Initial teacher education Student teachers Teaching Motivation Professional competence |
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