Is the Instructional Style of Teacher Educators Related to the Teaching Intention of Pre-Service Teachers? A Self-Determination Theory Perspective-Based Analysis

Autor/inn/en	Burgueño, Rafael; González-Cutre, David; Sicilia, Álvaro; Alcaraz-Ibáñez, Manuel; Medina-Casaubón, Jesús
Titel	Is the Instructional Style of Teacher Educators Related to the Teaching Intention of Pre-Service Teachers? A Self-Determination Theory Perspective-Based Analysis
Quelle	In: Educational Review, 74 (2022) 7, S.1282-1304 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burgueño, Rafael) ORCID (González-Cutre, David) ORCID (Sicilia, Álvaro) ORCID (Alcaraz-Ibáñez, Manuel) ORCID (Medina-Casaubón, Jesús)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.1890695
Schlagwörter	Preservice Teachers; Teacher Educators; Teaching Styles; Career Choice; Teaching (Occupation); Intention; Self Determination; Self Efficacy; Needs; Social Cognition; Foreign Countries; Learning Motivation; Measures (Individuals); Self Concept Measures; Spain; Academic Motivation Scale; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrstil; Unterrichtsstil; Teaching; Lehrberuf; Selbstbestimmung; Self-efficacy; Selbstwirksamkeit; Grundbedürfnis; Soziale Kognition; Ausland; Motivation for studies; Lernmotivation; Messdaten; Spanien
Abstract	The objective of this research was to analyse the relationship between the perception of the teacher educators' instructional style and the intention to choose teaching as a career, as reported by pre-service teachers. A longitudinal panel study was designed based on Self-Determination Theory. The participants were 429 pre-service teachers. The results that emerged from the path analysis revealed a positive relationship between the perceived democratic style of the teacher educators, needs satisfaction, self-determined motivation and teaching self-efficacy, as perceived by the pre-service teachers, and their intention to choose teaching as a career. By contrast, the perceived autocratic style of the teacher educators was positively related to needs frustration; and the needs frustration was negatively related to teaching self-efficacy. The conclusions suggest that the teacher educators' instructional style, as perceived by pre-service teachers during their initial teacher education programme, can be a determining factor in developing the intention to choose teaching as a future career. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01