Fostering pre-service teachers’ motivation-related practical wisdom through a mentoring procedure

Anni Loukomies,Kalle Juuti,Jari Lavonen

doi:10.4102/sajce.v5i1.357

Anni Loukomies, Kalle Juuti + Show 1 more

Open Access

https://doi.org/10.4102/sajce.v5i1.357

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Abstract

This article introduces a procedure aimed at fostering pre-service teachers’ reflective thinking and practical wisdom and encouraging them to adopt a theory-based view of promoting learners’ motivation while taking into account learners’ different motivational profiles. The procedure is based on a study about the promotion of science-related motivation among students with different motivational orientations by employing an inquiry-based science teaching approach and out-of-school learning, as well as supporting learners’ basic psychological needs, in order to provide relevant and meaningful conditions for learning. The procedure for pre-service teacher education encompasses lessons intended to familiarize student teachers with theoretical perspectives, authentic case studies of learners with different motivational orientations, support for lesson planning, and reflection on the implemented plans. The described procedure may be used in teacher education during mentoring sessions in practicum periods.

Highlights

Much has been written about student teachers’ reflection upon, and learning from, practice and the development of teaching and learning in the context of reflective practice
Practical experience is not sufficient to allow student teachers to learn about teaching and adopt more reasoned ways of acting
We argue that practical experience should be shared and that student teachers need to reflect on their practice (Loughran 2006)

Summary

Introduction

Much has been written about student teachers’ reflection upon, and learning from, practice and the development of teaching and learning in the context of reflective practice. The research examined the promotion of science-related motivation among students with different motivational orientations by employing an inquiry-based science teaching approach and out-of-school learning and supporting learners’ basic psychological needs in order to provide relevant and meaningful conditions for learning.

Results

Conclusion