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Investigating the Impact of the Learning Context for Pre-service Teachers’ Motivation
Barbara Otto, & Giang-Nguyen T. Nguyen
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DOI:10.17265/2159-5542/2016.12.002
Goethe University; Ludwigsburg University of Education, Frankfurt, Germany University of West Florida, Pensacola, USA
This quantitative study investigated pre-service teachers’ motivation in a teacher education program and was guided by the well-established framework of Self-Determination Theory (Deci & Ryan, 1985). The study examined three research questions: (1) To what degree are German pre-service teachers motivated to learn in their teacher education program?; (2) Can their motivation be predicted by their perceived learning context?; and if so, (3) Is the perceived learning context still a significant predictor after controlling for participants’ extroversion? 109 pre-service teachers enrolled at a German university voluntarily participated. Data were collected by a questionnaire assessing pre-service teachers’ motivation to learn in their program, their perceived learning environment, as well as their extroversion. The analyses revealed that pre-service teachers are autonomously motivated, which considerably depends on the perceived learning context. Moreover, the perceived learning context is still a significant predictor of pre-service teachers’ motivation after controlling for extroversion. The findings provide some practical implications suggesting how to instruct pre-service teachers at universities.
teacher education, self-determination theory, intrinsic motivation, basic need satisfaction, learning environment
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