10 SES 08 A, Teacher Education: Motivation and Identities
Due to their relevance in understanding teacher professional life, teacher identity and motivation have become important topics in the literature (Canrinus, Helms-Lorenz, Beijaard, Buitink, & Hofman, 2011; Richardson, Karabenick, & Watt, 2014). These constructs brought a complementary perspective to the teacher thinking literature by considering the self in teachers (Beijaard, Miejer, & Verloop, 2004; Huberman, 1989/1993). The multiplicity of constructs proposed in this field together with the weak theoretical and empirical articulations among them gives, however, a messy impression (Beijard et al., 2004; Woolfolk Hoy, Davis, & Pape, 2006) limiting the understanding of their associations with pedagogical beliefs and with instructional practices. It is for example not clear whether self-efficacy beliefs make up a part of teacher identity such as conceptualized by Woolfolk Hoy et al. (2006) or whether these two constructs are interdependent.
In addition to the deeply researched construct of teacher self-efficacy (Woolfolk & Hoy, 1990), recent research trends found that teacher sense of responsibility (Lauermann & Karabenick, 2012), motivation to become a teacher (Watt & Richardson, 2007), and identity ‑ defined in this study as perceived expertise regarding pedagogy, didactic, and subject taught (Beijaard, Verloop, & Vermunt, 2000) – all provide relevant lenses to understand teachers’ professional life. In spite of the proliferation of constructs and research, some aspects, such as the subject or topic taught, are still largely overlooked in the literature on teacher identity and motivation; it is however probably a relevant factor for teachers having deep content knowledge in their field. For instance, the subject taught might constitute a motivation to teach and professional identity might be primarily based on expertise in the subject. Furthermore, the relevance of identity and motivation constructs for classroom teaching has repeatedly been assumed but seldom been analyzed.
Based on these considerations, the present study aimed at uncovering, in a sample of upper-secondary teachers (vocational and general secondary education teachers), the associations between several of the major constructs related to teacher identity (e.g., strength of identity as a teacher, teacher self-efficacy beliefs) and motivation to teach (e.g., intrinsic value and personal utility value of teaching). Additionally, the relationships between these constructs and general pedagogical beliefs (constructivist and traditional beliefs about teaching) will be explored to find how they matter for classroom teaching. The following research questions drove the analyses:
- Is there a hidden structure of teachers’ identity constructs, motivation, and general pedagogical beliefs? If yes, then:
- Are there meaningful clusters of motivations to teach, identity-related variables, and general pedagogical beliefs?
- What is the importance of the subject taught? i.e., are motivation and identity primarily defined by the subject taught associated with general pedagogical beliefs?
- Are there specific motivations to become a teacher relating to specific pedagogical beliefs (e.g., intrinsic value of teaching relating to constructivist beliefs)?
Answers to the research questions were based on a multidimensional scaling (ALSCAL; Takane, Young, & DeLeeuw, 1997) analysis, including all the constructs.
In brief, this study aimed at gaining insight into how teachers’ self-beliefs fit with their pedagogical beliefs, and the role the subject taught plays in this connection.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20, 107-128. Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers' perceptions of professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764. Berger, J.-L., Girardet, C., & Aprea, C. (2013, August). The motivational antecedents of VET teachers’ sense of responsibility and its effect on classroom management self-reported practices. In S. A. Karabenick (Chair) & R. Butler (Discussant), Antecedent and consequences of teacher responsibility. Symposium presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction, Munich, Germany, August 27 - 31. Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011). Profiling teachers' sense of professional identity. Educational Studies, 37(5), 593-608. Chan, K.-W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831. Giguère, G. (2006). Collecting and analyzing data in multidimensional scaling experiments: A guide for psychologists using SPSS. Tutorial in Quantitative Methods for Psychology, 2(1), 26-37. Huberman, M. (1989/1993). The lives of teachers. New York: Teachers College Press. Lauermann, F., & Karabenick, S. A. (2012). The meaning and measure of teachers' sense of responsibility for educational outcomes. Teaching and Teacher Education, 30, 13-26. OECD (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: OECD. Richardson, P. W., Karabenick, S. A., & Watt, H. M. G. (Eds.) (2014). Teacher Motivation: Theory and Practice. Routledge: New York. Takane, Y., Young, F. W., & DeLeeuw, J. (1997). Nonmetric individual differences multidimensional scaling: An alternative least square method with optimal scaling procedure. Psychometrika, 42, 7-67. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. Journal of Experimental Education, 75(3), 167-202. Woolfolk Hoy, A., Davis, H., & Pape, S. (2006). Teachers’ knowledge and beliefs. In P. A. Alexander & P. H. Winne (Ed.), Handbook of educational psychology (2nd ed., pp. 715-737). Mahwah, NJ: Lawrence Erlbaum.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.