Centering the Psychological Experiences of Pre- and In-Service Teachers Across Contexts and Social Identities

Session Type: Symposium

Abstract

Deterioration among pre-service teacher enrollment and in-service teacher retention, enduring underrepresentation of teachers of color, and legislative tensions–especially among educators who are minoritized–presents an urgent need for education researchers to revisit the daily psychological realities of teachers. Despite this need, pre- and in-service teachers’ cognitive and motivational beliefs, and the interplay of these beliefs with social identities and the broader context, remain understudied. In this session, we converge cutting-edge research with complementary methodologies, constructs, populations, subject domains, and geographic locations to investigate pre- and in-service teachers’ cognitive and motivational experiences across their professional trajectories. We seek to better understand how to (a) provide teachers of all stages of expertise with cognitive and motivational support and (b) prevent burnout.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts

Cosponsor

• SIG-Motivation in Education

Chairs

• Danielle N. Berry, University of Oklahoma

• Alison C. Koenka, University of Oklahoma

Papers

• Investigating Preservice Teachers' Cognitive Load and Motivational Outcomes: A Pilot Study - Danielle N. Berry, University of Oklahoma; Alison C. Koenka, University of Oklahoma; Kanvarbir Gill, University of Oklahoma; Maeghan N. Hennessey, University of Oklahoma

• How Future Male Teachers of Color Experienced Their Male Teachers and Teachers of Color - Bradley W. Bergey, Queens College - CUNY

• Dismantling the Panopticon of Education: Toward Preparing Social Justice Teachers of Subject Matter - Amerah Archer, Toledo Public Schools

• Within-Class Associations Between Students’ Academic Characteristics, Teachers’ Student-Specific Motivations, and Teacher Talk in Language-Focused Classes - Fani Lauermann, University of Bonn; Inga ten Hagen, TU Dortmund University

Discussant

• Revathy Kumar, University of Toledo