Abstract
The authors explore the role of motivation in the development of teacher identity. The convenience sample of education majors enrolled in four sections of required educational psychology class during Fall 2002 completed a pre/post-course survey. A review of the content of their responses using the constant comparative method resulted in the identification of generative themes. These themes were discussed in relation to recent research on factors that influence the development of teacher identity. The authors propose a model derived from a metacognitive framework for facilitating the development of a professional teacher identity and discuss implications for teacher education research and practice.
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