Developing Beliefs about Classroom Motivation: Journeys of Preservice Teachers

Autor/inn/en	Mansfield, Caroline F.; Volet, Simone E.
Titel	Developing Beliefs about Classroom Motivation: Journeys of Preservice Teachers
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 7, S.1404-1415 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.04.005
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Motivation; Teacher Attitudes; Beliefs; Student Attitudes; Classroom Environment + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; psychologische; Motivation (psychologisch); Lehrerverhalten; Belief; Glaube; Schülerverhalten; Klassenklima; Unterrichtsklima
Abstract	This paper examines the developing beliefs about classroom motivation of eight preservice teachers during teacher education. The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs. Qualitative analyses of multiple data sources reveal two distinct trajectories in the development of beliefs about classroom motivation. The findings highlight the importance of filtering prior beliefs, alignment and conflict of ideas, significance of self-motivating factors and power of emotions in developing beliefs about classroom motivation. Implications emphasize the importance of enabling preservice teachers examining existing beliefs and integrating these with learning during teacher education. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10