Motivation and professional development needs of foreign language teacher educators
Bibliographic Data
| ID | 21496487 |
|---|---|
| Authors | Flavia Giurastante (English department, Ludwigsburg University of Teacher Education, Ludwigsburg, Germany, corresponding author) |
| Year | 2024 |
| Pages | 1-17 |
| Publication date | 2024-07-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2024.2376069 |
| OpenAlex | W4400867029 |
| Language | EN |
| Citations received | 3 |
| References cited | 47 |
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
Faculty Development · Foreign language · Mathematics education · Pedagogy · Professional development · Teacher education · Educational Methods and Teacher Development · Educational Practices and Challenges · Psychology · Teacher Professional Development and Motivation
The Professional Teacher Educator
Teaching and Researching Motivation
Teaching and Researching
The professional development of higher education-based teacher educators
A Review of Self-Determination Theory’s Basic Psychological Needs at Work
Striving to connect
The professional developmental needs of higher education-based teacher educators
Teacher educators’ identity
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers
Intrinsic Need Satisfaction
Autonomous motivation for teaching
The state of the art in Self-Study of Teacher Education Practices
An introduction to teaching motivations in different countries
Initial and changing student teacher motivation and commitment to teaching
Conceptualizations of Intrinsic Motivation and Self-Determination
Intrinsic and extrinsic motivation from a self-determination theory perspective
Motivation of higher education faculty
Self-Determination Theory in Work Organizations
Tesol teacher educators in higher education
Teacher educators' professionalism in practice
Becoming a teacher educator
Becoming a teacher educator
Learning and unlearning
Teacher Educators’ Professional Development
Intrinsic and Extrinsic Motivations
Professionally Developing as a Teacher Educator
The Commodification of Language
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |