Basic needs satisfaction during a teaching practicum: an intraindividual perspective on preservice teachers’ motivation and interindividual associations to mentoring

Abstract

Learning in a teaching practicum is highly intraindividual. However, to date, this dynamic process has been investigated mainly through trait-like, interindividual (between-person) statistics, whereas a state-like intraindividual (within-person) perspective, especially regarding motivation, has been rarely applied. This study aimed to disentangle the basic needs of 115 preservice teachers into their trait-like, interindividual and state-like, intraindividual proportions using biweekly measurement occasions. This analytical approach allowed us to relate preservice teachers’ situational basic needs satisfaction to specific learning occasions in the practicum. Applying a random intercept cross-lagged panel model, we found generally few carry-over effects from measurement occasion to measurement occasion. Furthermore, negative cross-lagged interrelations between competence and autonomy as well as competence and relatedness were found at the beginning of the teaching practicum. School mentoring predicted the general satisfaction of all three basic needs. Implications of this new analytical perspective for further research are discussed.

Student teachers as in-service teachers in schools: The moderating effect of social support in the relationship between student teachers’ instructional activities and their work-related stress

“…As the job demands-resources (JD-R) model posits, job resources (e.g., social support from colleagues), and personal resources (e.g., high self-efficacy beliefs) can help novice teachers to better cope with the demands of their job (Bakker & Demerouti, 2017;Hakanen et al, 2006). Social support from mentor teachers in particular can enable student teachers to reflect on new experiences and to develop professional competencies (Jähne et al, 2022).…”