Teaching motivation, learning approaches, and academic success among prospective teachers in Catalonia (Spain)

ABSTRACT

Recent approaches to initial teacher education programmes consider non-academic qualities when selecting prospective teachers. The motivation to become a teacher is crucial in the admission to, progression in, and graduation from initial teacher education programmes. Previous research has highlighted the association between motivational factors and educational outcomes but not the underlying mechanisms. This study aimed to identify how the motivation to enter the teaching profession influenced prospective teachers’ approaches to learning and their academic outcomes. We used the Factors Influencing Teaching-Choice, and Revised Approaches to Study Inventory scales with a sample of 217 first-year prospective teachers enrolled in initial teacher education programmes at a Catalan university (Spain). The findings indicated that social utility values, intrinsic career values, and social antecedent components were linked to deep and strategic approaches to learning, leading to a positive impact on prospective teachers’ academic success. Moreover, social antecedent components were linked to a surface approach to learning and negatively impacted prospective teachers’ academic outcomes. These results suggested that approaches to learning could be a pathway by which motivation to become a teacher affects academic outcomes. Practical implications are discussed in terms of pedagogical strategies that may help improve prospective teachers’ learning.

KEYWORDS:

• Teaching motivation
• career choice
• learning approaches
• prospective teachers
• RASI
• Fit-Choice

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The work was supported by the Science Education Institute (URV) [07GI1914].

Notes on contributors

Marta Camarero-Figuerola

Marta Camarero Figuerola is post-doctorate research fellow. She holds a PhD in Education from Universitat Rovira i Virgili. Her main research focuses on higher education teaching and educational leadership. She is a member of the Research Network on Leadership and Education Improvement (RILME).

Ana Inés Renta-Davids

Ana Inés Renta Davids is a Serra Hunter tenure-eligible lecturer. She holds a PhD in Education from Universitat Rovira i Virgili and belongs to the research group MEDIS (Research in Education with Social Impact). Her research activities are mainly focused on learning strategies both in formal and informal contexts.

Juana-María Tierno-García

Juana María Tierno García is a tenured professor. She holds a PhD in Education. She is a member of the Research Network on Leadership and Education Improvement (RILME). Her main research interests are educational research and assessment, teaching in higher education, school improvement, and school leadership.

Sandra Gilabert-Medina

Sandra Gilabert Medina is a tenured professor. She holds a PhD in Educational Psychology. She is a member of the research group on development, interaction, and communication in educational contexts. Her main research focuses on psychomotor and learning, argumentation in the classroom, and teaching/learning of mathematics and natural science.