engleski

Connecting motivation to teach and beliefs about teaching to goal-orientation among student teachers

The present study focuses on professional motivation using the self-regulation continuum (Ryan & Connell, 1989) and motivation to learn using Elliot and George’ s (2001) framework of goal-orientations. Beliefs about teaching cover two basic dimensions: teacher vs. student-oriented conception about teaching (Prosser & Trigwell, 2001). It has been hypothesized that students’ motivation to teach as well as their beliefs about teaching might shape their goal-orientation in learning at the beginning of their studies and subsequently their learning outcomes such as learning strategies, self-efficacy and subject interest (Malmberg, 2006). As students progress in academic careers their subsequent educational experience might affect their goal-(re)orientation as well as bring about the change in their initial views of teaching and motivation to teach. This study is the initial phase of the larger project on professional role development of student teachers during their pre-service education. One of the aims of this study was to examine metric characteristics of two instruments used for the first time in Croatia at the university level. Another aim of this study has been to examine how motivation to teach and beliefs about teaching are related to achievement motivation of students preparing for the career of classroom teachers at different levels of studying. Research design was comparative, using transversal approach in order to examine motivation to teach and students’ beliefs in relation to motivation to learn at two points - the entrance (1st) year and the exit (4th) year. The sample comprised 53 1st year student teachers and 57 4th year student teachers. Following instruments were used: Achievement Goal Questionnaire (Elliot and George, 2001), Motivation to teach - the adapted version of The Self-Regulation Questionnaire (Ryan & Connell, 1989), and - The Teachers’ Beliefs Scale - modified version of Approaches to Teaching Inventory (Prosser & Trigwell, 2001) Results confirmed expected structure of Achievement Goal Questionnaire proposed by Elliot and George (mastery approach, mastery avoidance, performance approach, and performance avoidance). Factor analysis of The Self-Regulation Questionnaire indicated two main factors: external and intrinsic regulation. Four-factor structure for motivation to teach was not confirmed since, in our research, identified regulation items as well and introjected regulation items grouped together with two main factors. Comparison of results regarding the year of study indicated some differences in academic-goal orientation between 1st year students and 4th year students, as well as in their beliefs about teaching and regulation of motivation to teach. According to the results obtained in this study, we could conclude that students’ academic goal-orientation is (in expected direction) influenced by their motivation to teach and their conceptions about teaching. Since the use of transversal design may have some limitations, these results will be re-examined using longitudinal approach.

student teachers; motivation to teach; motivation to learn; beliefs about teaching

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