Teacher Education Students' Motivation and Professional Learning Beliefs

• In Event: Poster Session 10
  In Poster Session: Teacher Development/Professional Development Posters

Abstract

Teachers’ professional growth is a career-long process influenced by many complex factors. We argue that coursework during initial teacher education is the first and foundational professional learning experience for teachers. To enhance understanding of motivation and emerging beliefs about professional learning, we examined 153 education students’ questionnaire responses to answer the following question: How do personal characteristics, self-efficacy, and current course engagement influence the professional learning beliefs of students at the beginning of their teacher education program? By testing predictive relationships between variables through structural equation modelling, we highlight connections between current motivation as students and prospective motivation for professional learning. With particular attention to collaboration, we conclude with recommendations for teacher education providers and implications for future research.

Authors

• Tracy Lyn Durksen, University of New South Wales

• Rob Klassen, University of York

• Lia Marie Daniels, University of Alberta