Abstract
This article explores teachers’ aspirations to improve their classroom interactions with students. The classroom interaction framework of Pianta and colleagues (2012) and the motivational factors approach were combined to investigate 76 in-service lower-secondary school teachers’ perceptions of their motivations towards emotional support, classroom organization and instructional support improvement. The results showed that the teachers’ aspirations were explained by a desire to improve for students' sake. Self-growth as a professional and the desire for increased knowledge in different domains of classroom interaction were among the factors influencing teachers’ possible educational processes. Recognizing teachers’ professional values, expectations and emotions may inform teacher education pedagogies and contexts for teacher learning. https://doi.org/10.26803/ijlter.18.6.9
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