The present study is the first part of a longitudinal research project that will examine teacher student’s motivation for the PGCE course and their motivation to become teachers. The population is full time PGCE students at the universities in Norway who (N=283) responded to a questionnaire in the beginning of their PGCE course in august 2006.

This first part of the study focuses on the students’ view on the PGCE course and the teaching profession. The students were asked why they want to be teachers and what kinds of expectations they have for the PGCE course. The analysis is still in progress, but preliminary findings show that the students are motivated both for the PGCE course and for the teaching profession. They start their studies with a positive attitude to the PGCE course which they find is needed in order to be confident in the teacher role. They are looking forward to become teachers. Yet the most important motivator seems to be their personal interest in their individual subjects. The results are analyzed in relation to motivational theories of intrinsic and extrinsic motivation. The main theoretical framework is Deci and Ryan’s Self-Determination Theory (1985)

Reference

Deci, E. D. & Ryan, R. M. (1985) Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.

In the literature on motivational psychology it is common to distinguish between intrinsic and extrinsic motivation. Being intrinsically motivated means that enjoyment lies in the behaviour itself, it is the enjoyment of doing this particular activity that motivates and maintains the behaviour. When someone is extrinsically motivated it is not the behaviour itself that is important. The behaviour is performed to accomplish something, to achieve an extrinsic goal. The consequence of the behaviour is more important to the individual than the actual act.

It is a common belief that intrinsic motivation is the most wanted and the most efficient form of motivation (Graham and Weiner, 1996). What about extrinsic motivation? Is it weaker or less valuable? This is an important question to be asked in education in general and even more so in professional education programs, such as teacher education. Why do students study and educate themselves? Is it because they have found a subject that they find interesting or is it because they want to be qualified for the job marked? The answer to this would most probably be a combination of the two. Is it so that if someone engages in a specific educational program to be qualified for the job marked, one is per definition extrinsically motivated? This is especially interesting in relation to the Post Graduate Certification in Education (PGCE) course. The students have completed a MA or a BA degree in their various subjects, and then decide to enrol in a teacher education program. The students have to take the PGCE course to obtain a teacher license. Are these students extrinsically or intrinsically motivated for the PGCE course?  

The current study is the first stage of a longitudinal study which examines PGCE students’ motivation for taking the PGCE course and for their future jobs as teachers. The aim of the current study is to examine the stability of motivation and to identify factors related to the teacher education course that can affect motivation both in positive and negative directions. The comprehensive study examines three questions, and it is the results from the first study that are presented in this paper.

The research question for the current study is: What kinds of motivation do PGCE students have to engage in teacher education and for their future work as teachers? The total population (full time PGCE students at the universities in Norway) responded to a questionnaire in the beginning of the PGCE course in august 2006 (N=283, response rate 97%). The questionnaire focuses on topics specifically related to the PGCE course and the teaching profession. There are also questions examining general views and attitudes regarding the above-mentioned topics. The questionnaire was validated with experts, teacher-educators and it was piloted with students from one university.

The analysis is still in progress, however, preliminary findings show that the students are highly motivated to take the PGCE course as well as for becoming teachers. The opinion of the PGCE course before experiencing it is positive and they say the education is essential to become confident in the teacher role. They are looking forward to their future work as teachers. Moreover, the most important motivating factor seems to be their personal interest in their respective academic subjects.   

The data is first analysed looking for a dichotomized distinction between intrinsic and extrinsic motivation, depending on the students’ motives to become teachers.  Second, the data will undergo more differentiated analysis connected to the students’ motivation in relation to their general views and attitudes to the PGCE course and the teaching profession. One important theory used in interpretation of the data is Deci and Ryan’s Self- Determination Theory (1985, 1991), including the comprehensive view on extrinsic motivation they introduce in relation to regulation of behaviour.

The findings inform about the students’ motivation and views regarding the PGCE course and the teaching profession. This is important knowledge for many reasons. First, it informs about the students' motivation to become teachers. The government in Norway stresses that it is important to educate motivated teachers (Stortingsmelding 30, 2003-2004). Second, universities and teacher-educators will benefit from this information in order to be able to meet the students where they are situated in the motivational landscape. Third, more knowledge about student teachers' motivation prior to, and upon completing the course is important in respect to evaluation of the teacher education programs. There will therefore be a second round of questionnaires at the end of the PGCE course. The relation between the pre and post- tests can tell us much about the effect of the teacher education in relation to motivational issues. 

References

Deci, E. D. & Ryan, R. M. (1985) Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.

Deci, E. L., Vallerand, R. J., Pelletier, L. G., Ryan, R. M. (1991) Motivation and Education: The self-Determination Perspective. Educational Psychologist, 26(3&4), 325-346.

Graham, S. & Weiner, B. (1996) Theory and Principles of Motivation. In Berliner. P. C. & Calfee, R. C. (eds.) Handbook of Educational Psychology. New York: Macmillan. 

Utdannings- og forskningsdepartementet (2003-2004): Stortingsmelding 30 Kultur for læring. Downloaded 22.11.06 from: http://odin.dep.no/kd/norsk/dok/regpubl/stmeld/045001-040013/dok-bn.html