A Pedagogical Model of Autonomy, Competence and Relatedness for Pre-Service Teacher Educators
Document Type
Article
Publication Date
1-1-2021
Publication Title
Journal of Education for Teaching
First page number:
1
Last page number:
15
Abstract
© 2021 International Review of Finance Ltd. The present research demonstrates initial evidence of validity of a model of pedagogical practice for teacher educators, the Pre-Service Teacher Motivation Model, which is conceptually based in self-determination theory. The study deployed a survey comprising items constituting the proposed model’s factors, and measures of satisfaction of basic psychological needs and teacher self-efficacy, which were completed by pre-service teachers (N = 402) in two independent cohorts (n = 185; n = 217). The final model comprised three factors, Relational Dynamics, Student-Centered Organization, and Connected Learning. The findings are evidence of the model’s potential utility as a tool for informing the design of learning and teaching, and reflective practices in teacher education.
Keywords
Autonomy; Classroom management; Competence; Relatedness; Self-efficacy; Teacher education
Disciplines
Teacher Education and Professional Development
Language
English
Repository Citation
McLennan, B.,
McIlveen, P.,
Perera, H.
(2021).
A Pedagogical Model of Autonomy, Competence and Relatedness for Pre-Service Teacher Educators.
Journal of Education for Teaching
1-15.
http://dx.doi.org/10.1080/02607476.2021.1876500
