The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education

Autor/inn/en	Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.
Titel	The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 41 (2015) 2, S.128-144 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2015.1010875
Schlagwörter	Foreign Countries; Teacher Education; Mixed Methods Research; Teacher Competencies; Student Teachers; Interviews; Learner Controlled Instruction; Predictor Variables; Correlation; Student Motivation; Student Surveys; Questionnaires; Reliability; Statistical Distributions; Persistence; Negative Attitudes; Factor Analysis; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Lehrkunst; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Interviewing; Interviewtechnik; Prädiktor; Korrelation; Schulische Motivation; Schülerbefragung; Fragebogen; Reliabilität; Wahrscheinlichkeitsverteilung; Ausdauer; Negative Fixierung; Faktorenanalyse; Hongkong
Abstract	Education systems around the world need to recruit highly motivated individuals to become teachers and prepare professionally competent teacher education graduates to take up these broadened and deepened roles and responsibilities with a deep and lasting engagement to the profession. This article reports on a mixed-methods study that examines types of teaching motivation in relation to various facets of professional competence and planned engagement in future teaching. One hundred and thirty-two student teachers of a postgraduate diploma in education programme participated in the quantitative survey of whom seven were interviewed. The quantitative data analysis shows the positive association between "intrinsic-altruistic motivation constellation" and selected facets of professional competence, with "intrinsic-multifaceted and stimulating job nature" as the most distinctive type of teaching motivation. To complement the quantitative findings, the qualitative data analysis reveals two professional orientations of the "intrinsic-altruistic motivation constellation", namely (1) student-centred orientation and (2) subject-centred orientation. In addition, three types of professional development aspirations are identified: "classroom engaged careerists", "highly engaged persisters" and "pessimists". The study provides insights into the design of appropriate ITE practices to support professional learning in the light of student teachers' motivations. It also suggests the importance of matching career opportunities and beginning teachers' professional development aspirations and supporting "pessimists" in the face of the stringent job market. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01