Student Teachers’ Motivation toward Participation in the Professional Development Programs
Full Text: PDF
Hartono, H., Hidayati, N., & Wiyaka, W. (2023). Pre-service English teachers’ motivation to pursue a career in teaching viewed from speaking self-efficacy. International Journal of Evaluation and Research in Education, 12(1), 517–526. doi:10.11591/ijere.v12i1.23358.
Kiggundu, E., & Nayimuli, S. (2009). Teaching practice: A make or break phase for student teachers. South African Journal of Education, 29(3), 345–358. doi:10.15700/saje.v29n3a129.
Muraina, M. B. (2017). Teaching Practice Exercise and Classroom Performance of Ideal Teachers in Public Secondary Schools in Kwara State: Nigeria. Teacher Education and Curriculum Studies, 1(2), 49-53. dol:10.11648/j.tecs.20160102.15.
ochran-Smith, M., & Fries, K. (2005). Researching teacher education in changing times: Politics and paradigms. Studying teacher education: The report of the AERA panel on research and teacher education, 69-107, American Educational Research Association, Washington, United States.
Rehman, A., & Haider, K. (2013). The impact of motivation on learning of secondary school students in Karachi: An analytical study. Educational Research International, 2(2), 139-147.
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1). doi:10.1080/2331186X.2016.1217819.
Heryati, R. (2020). Why Employee Motivation Is Important (& How to Improve It). THE 6Q BLOG. Available online: Ihttps://inside.6q.io/employee-motivation-important/ (accessed on April 2023).
Bean, S. (2018). Lack of motivation at work impacts both performance and mental health. Insight. Available online: https://workplaceinsight.net/lack-of-motivation-at-work-impacts-both-performance-and-mental-health/ (accessed on April 2023).
Perrin, O. (2016). What Happens When Employee Motivation Is Low. EmployeeConnect. Available online: https://www. employeeconnect.com/blog/happens-employee-motivation-low / (accessed on March 2023).
Thommen, D., Sieber, V., Grob, U., & Praetorius, A. K. (2021). Teachers’ motivational profiles and their longitudinal associations with teaching quality. Learning and Instruction, 76(3), 101514. doi:10.1016/j.learninstruc.2021.101514.
Ozer, O., & Badem, N. (2022). Student Motivation and Academic Achievement in Online EFL Classes at the Tertiary Level. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 361–382.
Anderman, E. M., & Patrick, H. (2012). Achievement Goal Theory, Conceptualization of Ability/Intelligence, and Classroom Climate. Handbook of Research on Student Engagement, Springer, Boston, United States. doi:10.1007/978-1-4614-2018-7_8.
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19–31. doi:10.1207/s15326985ep4101_4.
Al-Barakat, A. A., Al Ali, R. M., Al-Hassan, M. M., & Al-Hassan, O. M. (2022). Supervisory Performance of Cooperative Teachers in Improving the Professional Preparation of Student Teachers. International Journal of Learning, Teaching and Educational Research, 21(8), 425–445. doi:10.26803/ijlter.21.8.24.
Al-Hassan, O., Al-Barakat, A., & Al-Hassan, Y. (2012). Pre-service teachers’ reflections during field experience. Journal of Education for Teaching, 38(4), 419–434. doi:10.1080/02607476.2012.707918.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Leaning Policy Institute, Palo Alto, United States.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. doi:10.3102/0013189X08331140.
Al-Barakat, A. A., & Bataineh, R. F. (2011). Preservice childhood education teachers' perceptions of instructional practices for developing young children's interest in reading. Journal of Research in Childhood Education, 25(2), 177-193. doi:10.1080/02568543.2011.556520.
Bataineh, R. B. & Al-Barakat, A. A. (2009). Jordanian early primary stage teachers' self-reported practices to develop their pupils reading in Arabic. Mediterranean Journal of Educational Studies, 14(2), 65-92.
Kaur, D. (2019). Higher-Order Thinking among Professional Students of Punjab in Relation to Gender and Course Experience. Educational Quest-An International Journal of Education and Applied Social Sciences, 10(2), 67-73. doi:10.30954/2230-7311.2.2019.1.
Ennab, R., Al-Shannag, M., & Al-Barakat, A. (2020). The Efficiency of the PQ4R Strategy in Understanding the Mathematical Proof among the Primary School Female Students. Journal of Education and Practice, 11(16), 71–79. doi:10.7176/jep/11-16-09.
Abonyi, U. K., Yeboah, R., & Luguterah, A. W. (2020). Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools. Cogent Social Sciences, 6(1), 1778915. doi:10.1080/23311886.2020.1778915.
Vrieling-Teunter, E., de Vries, N., Sins, P., & Vermeulen, M. (2022). Student motivation in teacher learning groups. European Journal of Teacher Education, 1-17. doi:10.1080/02619768.2022.2086119.
Didion, L., Toste, J. R., & Filderman, M. J. (2020). Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects. Journal of Research on Educational Effectiveness, 13(1), 29–66. doi:10.1080/19345747.2019.1670884.
Evens, M., Elen, J., Larmuseau, C., & Depaepe, F. (2018). Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education. Teaching and Teacher Education, 75, 244–258. doi:10.1016/j.tate.2018.07.001.
Francom, G. M. (2010). Teach me how to learn: Principles for fostering students’ self-directed learning skills. International journal of self-directed learning, 7(1), 29-44.
Voskamp, A., Kuiper, E., & Volman, M. (2022). Teaching practices for self-directed and self-regulated learning: Case studies in Dutch innovative secondary schools. Educational Studies, 48(6), 772-789. doi:10.1080/03055698.2020.1814699.
Al-Barakat, A. A., Alakashee, B. A., Al Karasneh, S. M., & El-Mneizel, A. F. (2022). Self-Regulated Learning Skills Among Preservice Mathematics and Science Teachers During Their Field Experience. Eurasian Journal of Educational Research, 2022(98), 165–183. doi:10.14689/ejer.2022.98.011.
Daniela, P. (2015). The Relationship Between Self-Regulation, Motivation And Performance At Secondary School Students. Procedia - Social and Behavioral Sciences, 191, 2549–2553. doi:10.1016/j.sbspro.2015.04.410.
Abadikhah, S., Aliyan, Z., & Talebi, S. H. (2018). EFL students’ attitudes towards self-regulated learning strategies in academic writing. Issues in Educational Research, 28(1), 1–17.
Goller, M., Ursin, J., Vähäsantanen, K., Festner, D., & Harteis, C. (2019). Finnish and German student teachers’ motivations for choosing teaching as a career. The first application of the FIT-Choice scale in Finland. Teaching and Teacher Education, 85, 235–248. doi:10.1016/j.tate.2019.06.023.
Hasan, S., Sabahattin, D., & Izzet, G. (2015). Pre-service teachers motivations toward teaching profession and their opinions about the pedagogic formation program. Educational Research and Reviews, 10(10), 1403–1414. doi:10.5897/err2015.2195.
Simić, N., Purić, D., & Stančić, M. (2018). Motivation for the teaching profession: Assessing psychometric properties and factorial validity of the Orientation for Teaching Survey on in-service teachers. Psihologija, 51(3), 309–331. doi:10.2298/PSI170327012S.
Stellmacher, A., Ohlemann, S., Pfetsch, J., & Ittel, A. (2020). Pre-service teacher career choice motivation: A comparison of vocational education and training teachers and comprehensive school teachers in Germany. International Journal for Research in Vocational Education and Training, 7(2), 214–236. doi:10.13152/IJRVET.7.2.5.
Gaber, R. (2021). The effectiveness of a program based on the habits of mind in developing decision-making and mental motivation among student teachers at the faculty of education. Educational Journal, Sohaj University, (1), 246-325. doi:10.21608/EDUSOHAG.2021.168143.
Kanyesigye, S. T., Uwamahoro, J., & Kemeza, I. (2022). The Effect of Professional Training on In-service Secondary School Physics “Teachers” Motivation to Use Problem-Based Learning. International Journal of Learning, Teaching and Educational Research, 21(8), 271–287. doi:10.26803/ijlter.21.8.16.
Chien, C. W. (2020). Undergraduates' Learning on Elementary School English Education through Problem Based Learning in Scenario Analysis. Current Issues in Education, 21(1), 1-17.
Lombardi, D., Shipley, T. F., Bailey, J. M., Bretones, P. S., Prather, E. E., Ballen, C. J., Knight, J. K., Smith, M. K., Stowe, R. L., Cooper, M. M., Prince, M., Atit, K., Uttal, D. H., LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., van der Hoeven Kraft, K. J., & Docktor, J. L. (2021). The Curious Construct of Active Learning. Psychological Science in the Public Interest, 22(1), 8–43. doi:10.1177/1529100620973974.
Al-Barakat, A., & Bataineh, R. (2008). Jordanian student teachers' use of computers to develop primary stage pupils' literacy skills. International Journal of Education and Development Using ICT, 4(4), 64-87.
Ali, N., Abu Khurma, O., Afari, E., & Swe Khine, M. (2023). The influence of learning environment to students’ non-cognitive outcomes: Looking through the PISA lens. Eurasia Journal of Mathematics, Science and Technology Education, 19(3), em2233. doi:10.29333/ejmste/12967.
Bryman, A. & Bell, E. (2018). Business Research Methods. Oxford Press, London, United Kingdom.
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. Routledge Falmer, London, United Kingdom. doi:10.4324/9781315456539.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications, London, United Kingdom.
Mutweleli, S. M. (2014). Academic motivation and self-regulated learning as predictors of academic achievement of students in public secondary schools in Nairobi County, Kenya. PhD Thesis, Kenyatta University, Nairobi, Kenya.
Hosseinimehr, M., & Nejhad, H. A. A. (2015). Effect of motivational beliefs and self-regulated learning strategies on achievement motivation of student in physical education schools (Application of structural equations). Applied Science Reports, 10(1)7. doi:10.15192/pscp.asr.2015.10.1.17.
Berenji, S. (2015). Motivational components effect on selfregulated learning and how self-regulated learning affect Iranian EFL students’ academic success in Tabriz-Iran Islamic Azad University. Journal of Social Issues & Humanities, 3(3), 125-130.
Adnan, M. A. M., Mohamad, S., Buniamin, S., & Mamat, A. (2014). Self-Regulated Learning and Motivation of Islamic Studies and Non-Islamic Studies Stream Students. Education Sciences & Psychology, 32(6).
Lavasani, M. G., Mirhosseini, F. S., Hejazi, E., & Davoodi, M. (2011). The effect of self-regulation learning strategies training on the academic motivation and self-efficacy. Procedia - Social and Behavioral Sciences, 29(11), 627–632. doi:10.1016/j.sbspro.2011.11.285.
Khasawneh, A. A., Al-Barakat, A. A., & Almahmoud, S. A. (2023). The impact of mathematics learning environment supported by error-analysis activities on classroom interaction. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2227. doi:10.29333/ejmste/12951.
Khasawneh, A. A., Al-Barakat, A. A., & Almahmoud, S. A. (2022). The Effect of Error Analysis-Based Learning on Proportional Reasoning Ability of Seventh-Grade Students. Frontiers in Education, 7. doi:10.3389/feduc.2022.899288.
Große-Heilmann, R., Riese, J., Burde, J. P., Schubatzky, T., & Weiler, D. (2022). Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media. Education Sciences, 12(7), 440. doi:10.3390/educsci12070440.
Koç, D., & Elçi, A. N. (2022). The effect of mathematical modeling instruction on pre-service primary school teachers’ problem solving skills and attitudes towards mathematics. Journal of Pedagogical Research, 6(4), 111–129. doi:10.33902/JPR.202217783.
Mapulanga, T., Nshogoza, G., & Yaw, A. (2022). Teachers’ Perceived Enacted Pedagogical Content Knowledge in Biology at Selected Secondary Schools in Lusaka. International Journal of Learning, Teaching and Educational Research, 21(10), 418–435. doi:10.26803/ijlter.21.10.23.
Meier, S. (2021). An Investigation of the Pedagogical Content Knowledge across German Preservice (Physical Education) Teachers. Advances in Physical Education, 11(03), 340–352. doi:10.4236/ape.2021.113029.
Santos, L., Mata-Pereira, J., da Ponte, J. P., & Oliveira, H. (2022). Teachers’ Understanding of Generalizing and Justifying in a Professional Development Course. Eurasia Journal of Mathematics, Science and Technology Education, 18(1). doi:10.29333/EJMSTE/11488.
Zehetmeier, S., Potari, D., & Ribeiro, M. (2020). Professional Development and Knowledge of Mathematics Teachers. Routledge, Milton Park, United Kingdom. doi:10.4324/9781003008460.
Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers, REL 2007-No. 033. National Center for education Evaluation and Regional Assistance, Institute of educational Sciences, U. S. Department of Education, Washington, United States.
Francom, G. M. (2011). Promoting learner self-direction with task-centered learning activities in a general education biology course. Ph.D. Thesis, University of Georgia, Athens, United States.
Howard, J. L., Gagné, M., Van den Broeck, A., Guay, F., Chatzisarantis, N., Ntoumanis, N., & Pelletier, L. G. (2020). A review and empirical comparison of motivation scoring methods: An application to self-determination theory. In Motivation and Emotion (Vol. 44, Issue 4, pp. 534–548). doi:10.1007/s11031-020-09831-9.
Mendonça, Y. V., Naranjo, P. G. V., & Pinto, D. C. (2022). The Role of Technology in the Learning Process. Emerging Science Journal, 6(Special Issue), 280-295. doi: 10.28991/ESJ-2022-SIED-020
Bataineh, R. F., Al-Karasneh, S. M., Al-Barakat, A. A., & Bataineh, R. F. (2007). Jordanian pre-service teachers’ perceptions of the portfolio as a reflective learning tool. Asia-Pacific Journal of Teacher Education, 35(4), 435–454. doi:10.1080/13598660701611420.
Busari, A. (2013). Assessing the Relationship of Self-regulation, Motivation and Anxiety on Mathematics Achievement of Elementary School Children in South -Western Nigeria. African Research Review, 7(3), 110–126. doi:10.4314/afrrev.v7i3.9.
Dreer, B. (2022). Creating meaningful field experiences: the application of the job crafting concept to student teachers’ practical learning. Journal of Education for Teaching. doi:10.1080/02607476.2022.2122707.
Parylo, O., Süngü, H., & Ilgan, A. (2015). Connecting attitudes toward teaching and pedagogical formation courses: A study of Turkish pre-service teachers. Australian Journal of Teacher Education, 40(5). doi:10.14221/ajte.2015v40n5.5.
Ballinger, D. A., & Bishop, J. G. (2011). Theory into Practice: Mentoring Student Teachers: Collaboration with Physical Education Teacher Education. Strategies, 24(4), 30–34. doi:10.1080/08924562.2011.10590941.
Hudson, P., & Hudson, S. (2018). Mentoring preservice teachers: identifying tensions and possible resolutions. Teacher Development, 22(1), 16–30. doi:10.1080/13664530.2017.1298535.
Ng, B., & Latife, A. (2022). Exploring students’ learning and motivation in a lesson study for learning community (LSLC) environment: a new perspective. International Journal for Lesson and Learning Studies, 11(3), 193–204. doi:10.1108/IJLLS-01-2022-0007.
Range, B., Duncan, H., & Hvidston, D. (2013). How faculty supervise and mentor pre-service teachers: Implications for principal supervision of novice teachers. International Journal of Educational Leadership Preparation, 8(2), 43-58.
Al-Hassan, O. M., Al-Hassan, M. M., Almakanin, H., Al-Rousan, A., & Al-Barakat, A. A. (2022). Inclusion of children with disabilities in primary schools and kindergartens in Jordan. In Education 3-13. doi:10.1080/03004279.2022.2133547.
Fraihat, M. A. K., Khasawneh, A. A., & Al-Barakat, A. A. (2022). The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students. Eurasia Journal of Mathematics, Science and Technology Education, 18(6). doi:10.29333/ejmste/12088.
Goos, M., Ní Ríordáin, M., Faulkner, F., & Lane, C. (2021). Impact of a national professional development programme for out-of-field teachers of mathematics in Ireland. Irish Educational Studies, 1–21. doi:10.1080/03323315.2021.1964569.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. doi:10.1146/annurev.psych.52.1.1.
Gorozidis, G., & Papaioannou, A. G. (2014). Teachers’ motivation to participate in training and to implement innovations. Teaching and Teacher Education, 39, 1–11. doi:10.1016/j.tate.2013.12.001.
- There are currently no refbacks.
Copyright (c) 2023 Ali Ahmad Al-Barakat, Bushra Ahmad Alakashee, Samih Mahmoud Al Karasneh, Abdalla Falah El-Mneizel, Jamal Fathi Ahmad, Sami Sulieman Al-Qatawneh