Journal article
Developing beliefs about classroom motivation: Journeys of preservice teachers
Teaching and Teacher Education, Vol.26(7), pp.1404-1415
2010
Abstract
This paper examines the developing beliefs about classroom motivation of eight preservice teachers during teacher education. The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs. Qualitative analyses of multiple data sources reveal two distinct trajectories in the development of beliefs about classroom motivation. The findings highlight the importance of filtering prior beliefs, alignment and conflict of ideas, significance of self-motivating factors and power of emotions in developing beliefs about classroom motivation. Implications emphasize the importance of enabling preservice teachers examining existing beliefs and integrating these with learning during teacher education.
Details
- Title
- Developing beliefs about classroom motivation: Journeys of preservice teachers
- Authors/Creators
- C.F. Mansfield (Author/Creator)S.E. Volet (Author/Creator)
- Publication Details
- Teaching and Teacher Education, Vol.26(7), pp.1404-1415
- Publisher
- Elsevier
- Identifiers
- 991005545560207891
- Copyright
- © 2010 Elsevier Ltd.
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.190 Teacher Education
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general