Abstract
The present study investigates Greek student teachers' experiences and views about self-competence, motivation and the sources of support during school teaching practice (STP) in a four-year Bachelor of Primary Education Degree Program. The theoretical framework is based on the theory of situated learning and self-determination theory. Quantitative and qualitative data were collected through questionnaires and interviews. The main findings indicate statistically significant correlations among external motivation, support and perceived teaching self-competence during the STP course. Also institutional and social networks of support appeared to contribute to the development of teaching competences.
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