Stability in Motivation during Teacher Education

Autor/inn/en	Roness, Dag; Smith, Kari
Titel	Stability in Motivation during Teacher Education
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 36 (2010) 2, S.169-185 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Teacher Education; Motivation; Foreign Countries; Teaching Experience; Student Attitudes; Longitudinal Studies; Occupational Aspiration; Student Motivation; Teaching (Occupation); Questionnaires; College Students; Program Effectiveness; Participant Satisfaction; Student Educational Objectives; Norway + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; psychologische; Motivation (psychologisch); Ausland; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Berufsneigung; Berufsziel; Schulische Motivation; Teaching; Lehrberuf; Fragebogen; Collegestudent; Norwegen
Abstract	This study is the second from a longitudinal project examining students' motivation for teaching. The first study examined those entering the Postgraduate Certificate in Education (PGCE) course at four universities in Norway. The current study examines motivation among the same cohort of students at the end of the course, and reports on their experiences with teacher education in relation to motivation. The results indicate stability in motivation among the prospective teachers. Moreover, the PGCE course fulfills the students' expectations in various degrees. They express satisfaction with the practical teaching experience but are more critical towards the lack of coherence in the course work. Not knowing if they want to become teachers, 24% of the students are ambivalent about teaching. They have taken the PGCE course primarily for the sake of having multiple options in the job market; this motive is an emerging trend that requires further examination. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10