Jill Fielding , Vincent Geiger , Jodie Miller , Regina Bruder , Ulrike Towara , Iresha Ratnayake
{"title":"Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks","authors":"Jill Fielding , Vincent Geiger , Jodie Miller , Regina Bruder , Ulrike Towara , Iresha Ratnayake","doi":"10.1016/j.tate.2022.103663","DOIUrl":null,"url":null,"abstract":"<div><p>Strengthening Initial Teacher Education (ITE) students' capabilities to implement challenging mathematical tasks is a focus for policy and curriculum internationally. In this article, we report on motivational aspects of ITE students' engagement with challenging mathematical tasks as an outcome of an explorative study involving 41 Australian ITE students in their third year of a four-year program. Data collection instruments consisted of pre- and post-surveys and a focus group interview. The study was interpretive, utilizing both quantitative and qualitative techniques. Findings suggest ITE student motivation was most closely associated with situational interest and challenge served to both motivate and demotivate students.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"113 ","pages":"Article 103663"},"PeriodicalIF":4.0000,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X22000348","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
Strengthening Initial Teacher Education (ITE) students' capabilities to implement challenging mathematical tasks is a focus for policy and curriculum internationally. In this article, we report on motivational aspects of ITE students' engagement with challenging mathematical tasks as an outcome of an explorative study involving 41 Australian ITE students in their third year of a four-year program. Data collection instruments consisted of pre- and post-surveys and a focus group interview. The study was interpretive, utilizing both quantitative and qualitative techniques. Findings suggest ITE student motivation was most closely associated with situational interest and challenge served to both motivate and demotivate students.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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