Shifts in Teacher Motivation Over the First Year of Teacher Education

• In Event: 52.085 - Poster Session 10
  In Poster Session: 52.085-2 - Motivation in Education SIG Poster Session 2

Abstract

This study aspired to examine how task-related motivation (i.e. self-efficacy for a given teaching task, value and perceived cost of these tasks) evolved during teacher education, and the role of motivation to become a teacher in this evolution. 102 vocational teachers participated to a survey (2 measurement times corresponding to the beginning and the end of their first year of teacher education). Results revealed that task-related motivation changed during teacher education. Moreover, some motivations to become a teacher (aptitude and fallback career) affected the shift in task-related motivation. Finally, teachers with a higher self-efficacy at the beginning of teacher training tended to perceive teaching activities as less demanding in terms of cost at the end of the year.

Authors

• Celine Girardet, Swiss Federal Institute for Vocational Education and Training

• Jean-Louis Berger, Swiss Federal Institute for Vocational Education and Training

• Cynthia Vaudroz, Swiss Federal Institute for Vocational Education and Training