The Role of Motivation on Strengthening Teacher Identity: Emerging Themes

Abstract

The authors explore the role of motivation in the development of teacher identity. The convenience sample of education majors enrolled in four sections of required educational psychology class during Fall 2002 completed a pre/post-course survey. A review of the content of their responses using the constant comparative method resulted in the identification of generative themes. These themes were discussed in relation to recent research on factors that influence the development of teacher identity. The authors propose a model derived from a metacognitive framework for facilitating the development of a professional teacher identity and discuss implications for teacher education research and practice.

Teaching Ms. Kerbin:A Unique Approach to Student Teacher Reflections and Their Use With Preservice Candidates

“…She stated that programs that provide experiences and structures to balance the tensions and ambiguities of practice enhance candidates' abilities to attend to small moments of success and so relate to their sense of efficacy and emotional resiliency, which are in turn linked to effectiveness and commitment to teaching. Still other studies capture the role of motivation in strengthening teacher identity and the ability to persevere as novices move from teacher-centered to student-centered instruction (Birmingham, 2006;Cardelle-Elawar & Nevin, 2003;Hammerness, 2006;Intrator, 2006). The recurring themes in these studies are overcoming fear and how the power of reflection, coupled with a moral disposition, allows the candidate to validate the personal elements in teaching (Birmingham, 2006).…”

Nature and Determinants of Study Habits of Undergraduate Students

“…Conceptualized as the conscious and purposeful use of one's cognitive skills, feelings, and actions to maximize the learning of knowledge and skills for a given task and set of conditions (Cardelle-Elawar & Nevin, 2003), study habits also relate to the review of material, self-testing, and rehearsal of learned materials (Crede & Kuncel, 2008). The views of these scholars suggest that study habit demands personal commitment of students to grasp concepts, revise, and personally assess one's proficiency to ascertain the extent of consolidation of subject matter.…”