A qualitative investigation of prospective teachers' hopes, their sources, and motivational forces

EREN A., Yesilbursa A. A. J. A.

IRISH EDUCATIONAL STUDIES, cilt.36, sa.2, ss.253-271, 2017 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 36 Sayı: 2
  • Basım Tarihi: 2017
  • Doi Numarası: 10.1080/03323315.2017.1327362
  • Dergi Adı: IRISH EDUCATIONAL STUDIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.253-271
  • Anahtar Kelimeler: hope, teacher, motivation, teaching, education, TURKEY, RESPONSIBILITY, CURRICULUM, SELF
  • Bursa Uludağ Üniversitesi Adresli: Evet

Özet

This grounded theory study examined prospective teachers' (PTs) dispositional hopes, teaching-specific hopes, their sources, and motivational force of teaching-specific hopes. A total of 41 PTs enrolled on different teacher education programmes voluntarily participated in the semi-structured interviews. Findings showed that PTs' dispositional hopes revolved around an active/passive axis, and originated from internal, external, and combined sources. Teaching-specific hopes were explained through five categories: relationships with others, teaching, student achievement, student motivation, and student development. Regardless of axis or source, teaching-specific hopes had a substantial motivational force on PTs' preparation toward their future careers. The current study urges teacher educators and policy-makers to consider PTs' teaching-specific hopes together with their motivational roles in preparing them for their future careers.