Guest editorialMotivation for teaching
Section snippets
Aim and scope of the special issue
Researchers from different parts of the world, often from diverse fields and theoretical orientations, begin to contemplate similar issues creating a Zeitgeist of interest that other researchers quickly recognise as important. It is at this point that the research community also simultaneously looks upon the “new” direction as an almost obvious pathway to take and wonders why it has taken us so long to get there. Such is the case with this special issue which focuses on motivational theories in
Settings and methods
Together, studies span prospective teachers from their entry until their exit from teacher education (Studies 1 and 3), as well as practising teachers (Studies 2, 4 and 5), and their students (Studies 4 and 5). The contributors draw on samples from Australia, Finland, Germany and Israel, and although there are noticeable differences between these samples from the different countries, it would appear that there are also important similarities which resonate across these beginning and experienced
Overview of the studies
Major contributions may best be considered in relation to three “sets” among the studies: those which examine types of beginning or practising teachers (Studies 1 and 2), the study which traces the trajectories for preservice teachers' learning goal orientations throughout teacher education (Study 3), and those which investigate the implications of practising teachers' motivations for their teaching-related behaviours and student outcomes (Studies 4 and 5).
The first set of two papers provides
Conclusions and implications
Studies within this special issue draw upon relevant and important motivational lenses and develop them in relation to teachers – in their choice of career, during teacher education studies, and when they are professional teachers. Collectively, we invoke diverse theoretical lenses, and utilise a range of sophisticated methodological approaches with which to examine and interpret empirical data gathered in the cultural settings of Australia, Germany, Finland and Israel.
Collectively, the five
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Cited by (51)
The contributions of teachers’ educational interest and relational goals to instructional quality and student interest in mathematics classrooms
2023, Contemporary Educational PsychologyTeacher motivation: Implications for instruction and learning. Introduction to the special issue
2021, Learning and InstructionThe relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis
2021, Learning and InstructionCitation Excerpt :Teacher motivation is a central aspect of teachers' professional competence, with high relevance for teaching quality and students' academic development (Fives & Buehl, 2016; Watt & Richardson, 2008).
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement
2021, Learning and InstructionCitation Excerpt :About a decade ago, educational researchers discovered a void in the landscape of motivation research, namely a paucity of systematic theory-driven research on teacher motivation (Watt & Richardson, 2008; Woolfolk Hoy, 2008). This is a major gap in the literature because teachers' motivations for teaching (i.e., motivational beliefs such as teachers' confidence in their teaching capabilities, professional responsibility, and interests) can affect teachers' long-term commitment to, engagement, and persistence in the teaching profession, their occupational wellbeing, instructional decisions, and ultimately their students' motivation and learning (e.g., Klassen & Tze, 2014; Lauermann, 2015; Richardson et al., 2014; Watt & Richardson, 2008; Zee & Koomen, 2016). Teacher motivation is presumed to affect teachers' instructional practices, which in turn can shape students' academic outcomes.
Teacher well-being: A systematic review of the research literature from the year 2000–2019
2021, Educational Research ReviewAn emotion focused approach in predicting teacher burnout and job satisfaction
2020, Teaching and Teacher EducationCitation Excerpt :Thus, this study aimed to find out the correlations among teacher emotions, teacher burnout and job satisfaction in order to display the complex nature of teacher emotions. Research studies on student motivation have paved the way for further research on teacher motivation capturing the Zeitgeist in teacher education research (Watt & Richardson, 2008). Thus, the current body of research has been devoted to teacher motivation.
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Both the authors contributed equally to this editorial.