Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective.

Abstract

Background: Preparing preservice teachers for teaching placements and future careers is crucial. However, their motivation often fluctuates as they gain experience and receive feedback from influential sources. While previous studies have examined changes in preservice teachers' motivation over time, there has been little research on how this motivation varies in relation to performance during simulations.

Aims: We explored how performance on a series of classroom simulation sessions predicts preservice teachers' self-efficacy, career intentions, and perceived fit with the profession, after controlling for the baseline levels.

Sample: Participants were 1411 preservice teachers from an undergraduate teacher education programme in Australia (M = 20.27 years, SD = 4.54).

Methods: Data were collected from students enrolled in an introduction to teaching course in a 4-year teacher education programme. Participants completed three classroom simulation sessions spaced over a 3-week period. We used latent change structural equation modelling to test the effects of performance on classroom simulations on preservice teachers' self-efficacy, career intentions and perceived person-vocation fit.

Results: The level of performance on classroom simulations significantly predicted changes in self-efficacy and person-vocation fit (but not career intentions), even after controlling for baseline levels of the constructs, as well as gender and age. Moreover, the change in teaching self-efficacy was progressively more pronounced after the second and third classroom simulation sessions. Finally, both age and gender were found to be associated with preservice teachers' motivation to teach.

Conclusions: The implications for practice are that preservice teacher motivation may respond well to regular, repeated teaching-related simulations.