Motivation and professional development needs of foreign language teacher educators

ABSTRACT

This study explores the motivational factors and professional development needs of lower secondary foreign language teacher educators (FLTE) at a Swiss University of Teacher Education (UTE). Existing research on the motivation of teacher educators is scant and mainly focused on their identities, professional development and professional standards. Understanding their motivation, however, is crucial owing to the pivotal role of teacher educators in enhancing teaching quality. The study uses semi-structured interviews with eleven lower secondary FLTEs and applies Ryan and Deci’s Self-Determination Theory to investigate the motives which drove them to become FLTEs and work at their institution, and their current motivation. Preliminary findings indicate the importance of relational aspects of motivation, in particular the relationship with student teachers and colleagues. The results can inform policymakers and the academic community in optimising decisions related to teacher education and supporting teacher educators in their profession.

KEYWORDS:

• Language teacher educators
• motivation
• basic psychological needs

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. The Self-Study of Teacher Education Practices (S-STEP) community, in particular, conducts significant research in the practices of teacher educators, providing valuable insights into the struggles and learning needs of this professional group.

2. Teacher education institutions were upgraded to the tertiary level at the beginning of the twenty-first century in Switzerland, with the introduction of the Universities of Teacher Education (UTEs).

3. The International Forum for Teacher Educator Development (InFo-TED) community, for example, is actively involved in supporting the professional learning needs of teacher educators and exchanging best research, policies and practices globally (see https://info-ted.eu/).

Additional information

Notes on contributors

Flavia Giurastante

Flavia Giurastante is an upper secondary foreign language teacher in Italy and a doctoral researcher at Ludwigsburg University of Teacher Education, Germany. Her fields of interest are motivation and professional development needs of teachers and teacher educators.