Developing beliefs about classroom motivation: Journeys of preservice teachers

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.

Factors Influencing the Evolution of Vocational Teachers’ Beliefs and Practices Related to Classroom Management during Teacher Education

“…Thus, in view of these constant references to co-workers as an important source of factors facilitating or impeding change, it seems that a certain level of congruence between the teacher education and the school contexts might be necessary in order to implement innovative practices in teachers' classrooms. As Mansfield and Volet (2010) have explained, the more congruent an experience is across contexts, the more it encourages change. Furthermore, the fact that teachers tend to value experience in the workplace more than the inputs of teacher education courses (Brouwer & Korthagen, 2005;Tabachnick & Zeichner, 1984) adds to the conclusion that the school context needs to share the values of teacher educators in order to successfully influence teacher change.…”

“…Indeed, there is evidence that beliefs need to be questioned before change can happen. If beliefs are not strongly entrenched in a teacher's mind, it can become fertile ground for new beliefs (Mansfield & Volet, 2010). On top of helping teachers question their prior beliefs and practices, teacher education provides teachers with alternative practices and prompts them to implement them in their classrooms, a situation that was identified as a facilitator of change by the interview participants.…”

“…Richardson, , 2003Tillema, 2000). On the one hand, research has conceptualized teacher beliefs as one of the main sources of teaching practices (Nespor, 1987;Pajares, 1992), as well as one of the main filters of teacher change (Hollingsworth, 1989;Holt-Reynolds, 1992;Mansfield & Volet, 2010; teach to instructional practices have used the FIT-Choice theoretical framework (Watt & Richardson, 2007). Studies have shown that several motivations for choosing teaching, such as ability motivation (i.e., choosing the teaching profession because one thinks she or he has abilities to teach), social utility value (i.e., choosing the profession because one wants to impact youth and society), and intrinsic value (i.e., choosing teaching because one is interested in the activity of teaching), were linked to positive teaching practices.…”

Motivational teacher strategies: the role of beliefs and contextual factors

“…Teacher beliefs are developed through teachers' own experiences as learners (Mansfield and Volet 2010;Richardson 2003), their initial teacher training (Avalos 2011;Mansfield and Volet 2010;Richardson 2003), as well as their professional experiences as teachers (Avalos 2011;Turner et al 2009). …”

8. és 9. évfolyamos tanulók földrajztanulásának sajátosságai a tanítási módszerekkel összefüggésben

“…A tanítási stratégia, a tanulási stratégiához hasonlóan valamiféle folyamattervként fogható fel, hisz egy előre megadott tanítási cél eléréséhez segíti a résztvevőket (Mansfield és Volet, 2010). Fontos ugyanakkor megemlíteni azt is, hogy a tanítás nem eredményez azonnali tanulási folyamatot, bár a kettő egymással szorosan összefüggő folyamatnak tekinthető.…”