NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ829479
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
Reference Count: 41
Motivation in Preservice Teacher Education: Possibilities for Transfer of Learning
Alderman, M. Kay; Beyeler, Julia
Teaching Educational Psychology, v3 n2 Fall 2008
The purpose of this study was to determine the extent to which preservice teachers understood and applied motivation concepts personally as learners and professionally for their future classroom practice. An assignment in an educational psychology class required the students to construct a motivational toolbox with five strategies for themselves and five for their future classroom. Seven students volunteered their toolboxes for analysis and five for a follow-up interview the subsequent semester. Artifact analysis was used to analyze student applications for understanding the concepts and the possibilities for transfer. Three prominent themes emerged for personal use: awareness of "myself as a learner," confidence, and adaptive strategies for achievement. Themes that emerged for professional practice included: Teacher expectations and efficacy; student beliefs about ability and effort (e.g., self-efficacy); cultivating a sense of membership; and adaptive strategies for achievement. In their "toolboxes," the preservice teachers evidenced understanding of motivation concepts and ability to transfer their learning to authentic tasks. (Contains 1 table. Designing a Strategy Toolbox: Guidelines and Rubric are included in appendix A.)
Teaching Educational Psychology Special Interest Group (TEP/SIG). Educational Foundations Department, Millersville University, P.O. Box 1002, 1 South George Street, Millersville, PA 17551. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A