Performance on classroom simulations enhances preservice teachers' motivation in teaching

A latent change perspective

Dados Bibliográficos

ID5266265
AutoresHui Wang (0000-0001-5109-8691, The Education University of Hong Kong Tai Po Hong Kong, autor correspondente), Sophie Thompson‐lee (0000-0002-6537-9555, The University of Oxford Oxford UK), Robert M Klassen (0000-0002-1127-5777, The University of Oxford Oxford UK)
Ano2025
Volume95
FascículoS1
PáginasS239-S255
Data de publicação2025-09-01
Open AccessSim
TipoARTICLE
PeriódicoBritish Journal of Educational Psychology (JOURNAL)
Identificadores do periódicoISSN: 0007-0998 • E-ISSN: 2044-8279
EditoraWiley (PUBLISHER • GB)
DOI10.1111/bjep.12761
PMID40040279
OpenAlexW4408246592
IdiomaEN
Citações recebidas2
Referências citadas63

BackgroundPreparing preservice teachers for teaching placements and future careers is crucial. However, their motivation often fluctuates as they gain experience and receive feedback from influential sources. While previous studies have examined changes in preservice teachers' motivation over time, there has been little research on how this motivation varies in relation to performance during simulations.AimsWe explored how performance on a series of classroom simulation sessions predicts preservice teachers' self-efficacy, career intentions, and perceived fit with the profession, after controlling for the baseline levels.SampleParticipants were 1411 preservice teachers from an undergraduate teacher education programme in Australia (M = 20.27 years, SD = 4.54).MethodsData were collected from students enrolled in an introduction to teaching course in a 4-year teacher education programme. Participants completed three classroom simulation sessions spaced over a 3-week period. We used latent change structural equation modelling to test the effects of performance on classroom simulations on preservice teachers' self-efficacy, career intentions and perceived person-vocation fit.ResultsThe level of performance on classroom simulations significantly predicted changes in self-efficacy and person-vocation fit (but not career intentions), even after controlling for baseline levels of the constructs, as well as gender and age. Moreover, the change in teaching self-efficacy was progressively more pronounced after the second and third classroom simulation sessions. Finally, both age and gender were found to be associated with preservice teachers' motivation to teach.ConclusionsThe implications for practice are that preservice teacher motivation may respond well to regular, repeated teaching-related simulations

Mathematics education · Perspective (graphical) · Self-efficacy · Structural equation modeling · Teacher education · Test (biology) · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation