Exploring student teachers' motivation change in initial teacher education: A Chinese perspective |
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| Institution: | 1. Department of English Language Education, The Education University of Hong Kong, Hong Kong;2. Faculty of Education and Social Work, University of Auckland, New Zealand;1. College of Education, Michigan State University, United States;2. Department of English Language Education, Education University of Hong Kong, Hong Kong;1. China Ocean University, China;2. Chulalongkorn University, Thailand;3. University of Johannesburg, South Africa;4. East China Normal University, China;1. Ghent University, Faculty of Medicine and Health Sciences, Department of Movement and Sports Sciences, Watersportlaan 2, B-9000 Gent, Belgium;2. Ghent University, Faculty of Psychology and Educational Sciences, Department of Developmental, Personality and Social Psychology, Henri Dunantlaan 2, B-9000 Gent, Belgium |
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| 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. |
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| Keywords: | Teacher motivation Pre-service teachers Teacher shortage and attrition |
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