Abstract
This mixed-methods study employed a typological approach and an Expectancy-Value framework to understand nontraditional prospective teachers’ motivational beliefs, teaching motivations, and goals for choosing a teaching career. All participants (N=88) were nontraditional prospective teachers, graduate students enrolled in a Master of Arts in Teaching (MAT) program in the United States. Data were collected in three phases, including quantitative (survey, pre-and posttest assessments), and qualitative (interviews). Analyses revealed three distinct typologies of teachers based on their motivational beliefs, and further differences among the identified groups based on other variables. The qualitative data showed general themes across participants about their teaching efficacy, motivation for teaching and quality of teacher preparation. Implications for teacher education programs are discussed.
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