Teaching Typologies: Comparisons Among U.S. and Swiss Preservice Teachers on Their Teaching Typologies, Motivational Profiles, and Instructional Beliefs

• In Event: Poster Session 2
  In Poster Session: Division C Section 2a Poster Session 4: Cognitive Processes

Abstract

This study identified and compared different teachers’ typologies based on their teaching motivations and also investigated prospective teachers’ motivations in connection with their teaching views and pedagogical beliefs. Data was collected using surveys from a US and Swiss sample of preservice teachers (N=810). Both the US participants (n=327) and the Swiss participants (n=483) were enrolled in a traditional teacher training program in their respective countries.
Study results identified the main teaching motivations across all subsamples as related to participants’ personal values, social values, intrinsic motivation and professional opportunities. Study findings showed that while motivational factors were similar at many levels among the two subsamples, their teaching and pedagogical beliefs were different and varied across the identified typologies.

Authors

• Margareta Maria Thomson, North Carolina State University

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