Intrinsic Motivation Conversion in Preservice Teachers

• In Event: Poster Session 9
  In Poster Session: Education and Assessment in the Professions

Abstract

This study used a Self-Determination Theory based pre and post- test Likert-type instrument to examine 164 pre-service teachers with regard to their perceptions of the degrees to which their teaching assistants were able to create a learning environment that was intrinsic motivation supportive. Our findings were mixed. There was no reported change in academic motivation, both groups reported increased perceptions of competence, and students exposed to the intervention teaching style did report that their learning environment was significantly more autonomy supportive. This study, in partial response to a nationwide call for culturally sensitive pedagogy, led to a longitudinal study of the IM conversion model that includes a social justice component being implemented in several foundational education courses at this university.

Authors

• Francena Fatima Lavosha Turner, University of Illinois at Urbana-Champaign

• Judith A. Sunderman, University of Illinois

• Yoon K. Pak, University of Illinois at Urbana-Champaign