engleski

First-Year Teacher Students’ Motivation to Teach and Beliefs about Teaching, Digital Book of Abstracts

The aim of this research was to examine the relationship between first-year teacher students’ conception of teaching as a student-oriented process, high-school grades and different types of motivation for the teaching profession. This research is conducted as a part of the larger project on professional development of student teachers during their pre-service education. The sample consisted of 125 first-year students enrolled at Teachers’ Faculty, University of Zagreb. A series of questionnaires were administered measuring various aspects of students’ approaches to learning and teaching. Factor analysis of the Motivation To Teach scale indicated three factors: intrinsic, identified and extrinsic motivation. Two-way ANOVA was conducted in order to examine whether students with different grades and with different level of student-oriented conception of teaching differ in their intrinsic, identified and extrinsic motivation to teach. Results indicate that students whose conception of teaching is more student-oriented also express higher level of intrinsic motivation to teach regardless of their high-school grades (F(1, 94)=4, 70 ; p=.033). Significant interaction between high-school grades and student-oriented conception of teaching (F(1, 94)=6, 46 ; p=.013) indicated that students with lower grades and less student-oriented conceptions of teaching express lower level of intrinsic motivation to teach.Results obtained in this study indicate the importance of student-oriented conception of teaching as a good basis for intrinsic motivation to teach. Consequently, we could recommend raising student conscientiousness about implicit role of their conceptions of teaching in their future profession and classroom activities.

teacher students; motivation to teach; beliefs about teaching

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