Title

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

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