A qualitative investigation of prospective teachers’ hopes, their sources, and motivational forces
- 3 April 2017
- journal article
- research article
- Published by Taylor & Francis Ltd in Irish Educational Studies
- Vol. 36 (2), 1-19
- https://doi.org/10.1080/03323315.2017.1327362
Abstract
This grounded theory study examined prospective teachers’ (PTs) dispositional hopes, teaching-specific hopes, their sources, and motivational force of teaching-specific hopes. A total of 41 PTs enrolled on different teacher education programmes voluntarily participated in the semi-structured interviews. Findings showed that PTs’ dispositional hopes revolved around an active/passive axis, and originated from internal, external, and combined sources. Teaching-specific hopes were explained through five categories: relationships with others, teaching, student achievement, student motivation, and student development. Regardless of axis or source, teaching-specific hopes had a substantial motivational force on PTs’ preparation toward their future careers. The current study urges teacher educators and policy-makers to consider PTs’ teaching-specific hopes together with their motivational roles in preparing them for their future careers.This publication has 34 references indexed in Scilit:
- The call to teach and teacher hopefulnessTeacher Development, 2011
- Extending hope theory: Internal and external locus of trait hopePersonality and Individual Differences, 2010
- Future Time Perspective, Hope, and Ethnic Identity Among African American AdolescentsUrban Education, 2008
- Negotiating psychological disturbance in pre-service teacher educationTeaching and Teacher Education, 2006
- Variations in the work and lives of teachers: relative and relational effectivenessTeachers and Teaching: Theory and Practice, 2006
- The Restructuring Process of Teacher Training System in Turkey: A Model of Teacher Training Based on Post-Graduate Education (PGCE)Journal of Social Sciences, 2006
- The journey inward and outward: a re-examination of Fuller's concerns-based model of teacher developmentTeaching and Teacher Education, 2003
- Reflections on Teacher Education in TurkeyEuropean Journal of Teacher Education, 2003
- Teacher influences on student achievement.American Psychologist, 1986
- A Coefficient of Agreement for Nominal ScalesEducational and Psychological Measurement, 1960