Prospective teachers' training motivation and its influence on training success.

Autor/in	Krille, Claudia
Titel	Prospective teachers' training motivation and its influence on training success.
Quelle	Aus: Wuttke, Eveline (Hrsg.); Seifried, Jürgen (Hrsg.): Professional error competence of preservice teachers. Evaluation and support. Cham: Springer (2017) S. 99-114 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Springerbriefs in education
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-319-52647-8; 978-3-319-52649-2
DOI	10.1007/978-3-319-52649-2_6
Schlagwörter	Bildung; Evaluation; Motivationstraining; Testentwicklung; Lehramtsstudent; Lehramtsstudentin; Lehrerausbildung; Lehrerfortbildung; Fehleranalyse; Berufsbildung; Ökonomie; Kompetenzentwicklung
Abstract	Training motivation is a growing research field in the context of teacher education. Several studies have used various motivation constructs to identify relevant facets for teachers' training motivation. However, these studies mainly focus on whether teachers attend professional development and transfer the learnt contents. Studies examining the motivation within a training programme are lacking, which is especially true in the context of economic and business education. In this context, expectancy theory (Vroom, 1964) has been proven to be a useful approach for investigating training motivation and predict training outcomes in the field of industrial and organisational context. Nevertheless, there are some problems with regard to existing measures, especially concerning their application to the context of teacher education and training. Therefore, the purpose of our study was to develop a measurement based on expectancy theory that can be used in the context of teacher training and education, and particularly to evaluate the designed training programme on professional error competence (PEC) for pre-service teachers. The aim was to have a more comprehensive view on training and training success rather than merely a cognitive one (learning outcomes) (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3