Predicting the pre-service teachers’ teaching intention from educator-created (dis)empowering climates: A self-determination theory-based longitudinal approach
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2024-01-26Resumen
Guided by self-determination theory, this two-wave longitudinal research aims to examine the associations between pre-service teachers’ perceptions of educator-created (dis-)empowering climates and their teaching intention, considering the bright and dark motivational pathways. A total of 1,258 secondary pre-service teachers (55.5% women, Mage = 26.17, SD = 5.66) have participated. The results from path analysis have shown positive associations between educator-created empowering climates and need satisfaction, autonomous motivation, and teaching intention in pre-service teachers, while educator-created disempowering climates have been positively related to pre-service teachers’ need frustration, controlled motivation and amotivation. The conclusions have suggested that pre-service teachers’ perceptions of educator-created (dis-)empowering climates during their initial teacher education programme play a determining role in their teaching intention.
Palabra/s clave
Becoming a teacher
Choosing teaching as a career
Trainee teacher
Quality of motivation
Classroom social environment
Motivational climate
Ser docente
Elegir la docencia como profesión
Estudiante a docente
Calidad de la motivación
Ambiente social de aula
Clima motivacional