Developing Beliefs about Classroom Motivation: Journeys of Preservice Teachers

This article was published in Teaching and Teacher Education, Volume 26, Issue 7,
Author(s): Caroline F. Mansfield and Simone E. Volet, ' Developing Beliefs about Classroom Motivation: Journeys of Preservice Teachers', Pages 1404-1415, Copyright Elsevier
(October 2010).

The current article examines the developing beliefs about classroom motivation of preservice teachers.

The participants were eight preservice teachers during teacher education.
The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs.

Qualitative analyses of multiple data sources reveal two distinct trajectories in the development of beliefs about classroom motivation.

The findings emphasize several issues:
the importance of filtering prior beliefs,
alignment and conflict of ideas,
significance of self-motivating factors and
power of emotions in developing beliefs about classroom motivation.

Implications highlight the importance of enabling preservice teachers examining existing beliefs and integrating these with learning during teacher education.