Academic motivation of high school teachers during their initial teaching education program

• Autor(a) principal: Burgueno, Rafael
• Data de Publicação: 2018
• Outros Autores: Cicilia, Álvaro, Medina-Casaubon, Jesús
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação & Formação (Fortaleza)
• Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/167
• topic: Formación del profesorado; Estudiante profesor; Candidato a profesor; Motivación autónoma; .; Formação de professores; Professor estudante; Candidato a professor; Motivação autônoma; Teacher education; Student teacher; Teacher candidate; Autonomous motivation

From Self-Determination Theory, the present research aimed to analyze the possible motivational differences that the pre-service teachers report at the beginning and end of their initial teacher education program. The participants were 429 pre-service teachers. The analysis of paired-samples t-Student reported a higher score in integrated regulation and identified regulation at the end of the training period. Likewise, the results indicated that teachers showed lower scores at the end of master’s program both in a motivation and in each sub-type of intrinsic motivation than the scores reported at the beginning of this training process. Those results highlight the importance of the internalization process of the teaching behavior when the teachers complete successful their initial teacher education programme.