Teacher Training Courses Research Articles

Образовательная практика проведения вебинара при организации курсов повышения квалификации педагогов

<p><em>The work is aimed at analyzing the possibilities of educational practice of conducting a webinar at teacher training courses in the field of education. The article describes the practice of organizing and conducting webinars using interactive forms of learning and discusses the possibilities of organizing interactive remote discussion in a chat. A webinar usually allows the teacher to share information and organize its discussion in a chat. We consider it necessary to find ways to influence not only the cognitive, but also the emotional and sensual sphere during the webinar. The impact on the emotional and sensory sphere of listeners contributes to the assimilation of the presented educational information. As the practice of conducting webinars shows, listeners most successfully perceive information with the help of emotional visual images. Reliance on an emotionally colored image provides the teacher-listener with the effectiveness of studying educational information and using it in the future in his teaching activities. The article describes the techniques of influencing the emotional and sensual sphere of listeners during webinars.</em></p>

The importance of scientific research in initial training courses for Natural Sciences and Mathematics teachers

O presente estudo conta com a temática da pesquisa científica na formação inicial docente, como sendo parte fundamental para que ocorra a formação de um profissional crítico e reflexivo. Tal estudo foi desenvolvido com 16 alunos concluintes do curso de Especialização em Ensino de Ciências Naturais e Matemática em uma instituição de educação profissional e tecnológica do Rio Grande do Norte. Teve como principal objetivo realizar uma avaliação acerca da importância da pesquisa nos cursos de formação de professores, pela ótica dos docentes em formação continuada. Diante disso, foram realizados questionários contendo questões abertas e fechadas visando averiguar como ocorreu o contato com a pesquisa em sua formação inicial e quais suas visões sobre o professor pesquisador em sala de aula. Através dos resultados obtidos observou-se que os pós-graduandos têm uma visão positiva sobre o professor pesquisador, que a maioria dos participantes tiveram contato com a pesquisa durante sua formação inicial, que participaram de eventos científicos apresentando seus trabalhos, que os incentivadores dessas atividades eram seus professores, entre outras questões. A partir do exposto, esperamos que a pesquisa seja mais um elemento colaborador na reflexão sobre a importância da pesquisa na formação docente. Palavras-chave: Formação de professores; Professor pesquisador; Ciências Naturais; Matemática.

Assessment of Knowledge, Attitudes, and Practices of Medical Waste Management for Healthcare Providers in Two of Government Hospitals in Karbala, Iraq

Background: Medical waste is a significant health danger and environmental pollution problem due to its hazardous composition. The expertise and practice of healthcare staff in the proper removal of medical waste is essential for good medical waste management. The purpose of this study was to analyze the knowledge, attitudes, and practices related to medical waste management among healthcare workers in hospitals in Karbala/Iraq. Materials and Methods: descriptive cross-sectional study was conducted using a questionnaire distributed to health care providers in two selected hospitals in Karbala/ Iraq. Results: The results showed the good level of knowledge, attitudes and practices of healthcare providers towards medical waste. There is statistical significance between health care providers' knowledge, attitudes and practices towards medical waste, and their educational level and training courses. In addition to the recording of the statistical significance that were between knowledge with attitudes and practices. The levels can be categorized as positive but it is important to focus on increasing and improving the training of health care providers as it is the basis of the medical waste treatment process. Conclusion: increasing knowledge is one of the best tools to maintain proper workflow in isolating medical waste and maintaining the safety of employees, patients, and the environment.

탐색, 표현, 감상의 통합적 아동미술 수업이 예비유아교사의 창의성과 미술감상능력 및 미술교수효능감에 미치는 효과 및 변화과정 탐색

Objectives This study was conducted to find out the effect of integrated children's art classes of exploration, expression, and appreciation on the creativity, art appreciation ability, and art teaching efficacy of pre-service childhood teachers. Methods Participants in the study were 21 students who took children's art courses in the second semester of 2023 among H University students located in D city. This class was held for a total of 45 hours, 3 hours per week. The collected data included pre- and post-survey questionnaires on creativity, art appreciation ability, and art teaching efficacy, art portfolio, and lecture evaluation forms during and at the end of the semester. The results of quantitative analysis (paired samples t test) and qualitative analysis (open coding method) were as follows. Results First, the integrated children's art class of exploration, expression, and appreciation was effective in enhancing creativity, and it was found that it was effective in alternative solutions and original flexibility among sub-areas. Specifically, imagination and creative thinking skills were developed through the exploration of aesthetic elements in life, and my own creative expression ability was developed through cooperative art activities and work appreciation. Second, this class was found to be effective in enhancing the ability of pre-service childhood teachers to appreciate art. Specifically, cognitive appreciation ability was developed through the expansion of art concepts and knowledge, and work appreciation experience centered on aesthetic elements. Third, this class was found to be effective in enhancing the efficacy of art teaching, and in particular, it was found that it was effective in enhancing the individual efficacy of art teaching. Specifically, teaching ability was developed through knowledge and understanding of early childhood art education and experience in art practice, and teaching efficacy was developed through direct and indirect teacher role experience. Conclusions Therefore, it can be seen that it is meaningful to apply an integrated art education class of exploration, expression, and appreciation to the pre-service teacher training course to improve creativity, art appreciation ability, and art teaching efficacy.

Digital Didactics as a Condition for the Formation of Professional Competencies of a Future Teacher.

The subject of the research is to study the role and influence of digital didactics on the process of formation and development of professional competencies of future teachers. The article is devoted to the study of the possibilities of digital didactics, which contributes to the personal and professional self-affirmation of the personality of a future teacher, the formation of his professionally significant competencies. The research focuses on the analysis of methods and approaches to the integration of digital technologies into the educational process, as well as on evaluating their effectiveness in the context of training qualified teachers. The purpose of the study is to identify and systematize the main aspects of the use of digital didactics in the educational process aimed at the effective formation of professional competencies of future teachers. In the learning space of digital didactics, technologies such as inverted learning, cloud technologies, gamification (the introduction of computer and video games), game situations, etc. are prioritized. In addition, such principles as the principle of motivation for independent student activity, the principle of introducing the level from easy to difficult and exciting, the principle of focusing on specific results, the principle of adaptability and others are important. The results of the study can be used in universities and colleges to optimize training courses for future teachers, as well as to improve the quality of professional training of teaching staff in the context of digitalization of education.

Digital Teacher Training in the Portuguese National Plan for Digital Development at Schools: A Case Study

Schools have been responding to the ongoing digital transformation, which requires continuous self-reflection and decision-making skills from teachers in the inclusion of new digital technologies in the teaching and learning process. In the present study, descriptive measures were used to understand how 140 teachers, in a school group, perceived their digital competences through the Check-in Questionnaire (Study 1). A school group is a Portuguese organisational unit, constituted by different schools, catering to different age groups, managed by a single director. Study 2 addressed how this specific school group organised teacher training courses, considering the results of Check-in Questionnaire, and the scope of the National Digital Transition Plan. Interviews, in which data content analysis was applied, were undertaken with seven teacher instructors, selected to implement digital training. The results of Study 1 revealed that most teachers are positioned at level 2, an intermediate level, with no differences in age or years of service. In Study 2, instructors revealed that the proficiency level assigned in the Check-in Questionnaire did not always correspond to a teacher’s real digital skills, identifying this as one of the obstacles to achieving the initial training aims. The goal of the training was for these professionals to feel committed to their educational context and understand what is intended in the inclusion of digital skills in the classroom. The relevance of this study relates to the current context, which places education and teachers at the centre of a digital agenda focused on the development of digital skills, thus generating new pedagogical practices, while accompanying the process from the initial assessment to the implementation of training in the National Digital Transition Plan.

Teacher education for mathematical modelling: exploring the experiences of secondary school teachers in two courses

This paper focuses on in-service teacher education as a crucial agent in driving educational paradigm shifts for the teaching and learning of mathematical modelling. Our paper presents empirical research based on two case studies, examining training courses for in-service secondary school mathematics teachers. The first course integrates different modelling approaches, while the second one is based on the anthropological theory of the didactic and uses the proposal of the study and research paths for teacher education. Both experiences conclude with teachers working on the design of modelling tasks to be implemented in secondary schools. Both courses are analysed through the lenses of how teachers progress on the collective identification of conditions and constraints for modelling, when teachers deal with the design of modelling tasks and analyse their implementations. First, the results show the kind of modelling tasks teachers design and the level of disciplinary specificity at which they plan modelling to be implemented. Second, we analyse how teachers address the “ecological analysis”, that is, the identification of conditions and constraints that facilitate or hinder the integration of modelling in secondary school classrooms after their experiences.

Effectiveness of educational training courses aimed at developing spiritual intelligence and reducing anxiety and depressive disorders among students

Introduction. Spiritual Intelligence plays a pivotal role in mitigating depression and irrational thoughts, significantly contributing to improved student achievement. This research aims to determine whether or not spiritual intelligence can help college students deal with mental health issues like depression and illogical thinking while simultaneously boosting their academic performance. The sample of the study and methods. The study sample comprised of (62) male and female university students, and they were randomly distributed into two groups: controlling and experimental. Two scales were used: The scale of depression where its items were distributed on four dimensions, are bodily dimension, verbal dimension, the withdrawal dimension, and the psychological dimension, and the scale of irrationality thinking, it had been prepared and joined (60) statements measuring irrational thinking to emphasize the validity of the content. Results. The results show that following the intervention, there were notable improvements in the experimental group's levels of despair and irrational thinking. After the intervention, the average depression score for the experimental group dropped from 90.41 to 67.13, a statistically significant decrease. The control group's decline was less pronounced, falling from 87.85 to 84.26. The average scores for irrational thinking in the experimental group fell from 201.65 to 153.92, while in the control group they were mostly unchanged. It is worth mentioning that there was a more notable decline in depression in females as compared to males. Among college students, the survey found an average spiritual intelligence level of 3.38, with variations noted according to gender and academic performance. Academic success is strongly predicted with critical existential thinking (R2 =5.6%), according to regression research. Practical significance. This study presents important findings regarding the potential of spiritual intelligence to help college students cope with mental health challenges such as sadness and illogical thinking. This study offers important information for mental health practitioners and educators since it shows that spiritual intelligence can lower depression scores and illogical thoughts. Based on the results, student support programs that include interventions focused on spiritual intelligence may help students' mental health and academic performance. For schools, this could mean providing a more all-encompassing plan to ensure their pupils thrive in school.

예비유아교사의 놀이성이 교사효능감에 미치는 영향

Objectives The purpose of the study was to examine the mediating effect of teaching aptitude in the effect of pre-service early childhood teachers' playfulness on teacher efficacy. Methods For this purpose, a survey was conducted on playfulness, teaching aptitude, and teacher efficacy among 215 students attending early childhood education departments at three universities located in Seoul and Gyeonggi Province. The collected data were subjected to Pearson's correlation analysis, multiple regression analysis, and the Sobel test to verify the mediating effect using SPSS Statistics 24,0. Results First, it was found that pre-service early childhood teachers' teacher efficacy had a significant positive correlation with both playfulness and teaching aptitude. Specifically, among the sub-factors of playfulness, cheerfulness and imagination were positively correlated with teacher efficacy, while all sub-factors of teaching aptitude showed a positive correlation with teacher efficacy. Second, in examining the mediating effect of teaching aptitude on the relationship between playfulness and teacher efficacy, it was confirmed that teaching aptitude had a complete mediating effect. The Sobel test conducted to verify the mediating effect showed that the effect of the mediating variable was significant. Conclusions Based on the results of this study, implications to improve the teacher efficacy of pre-service early childhood teachers in future early childhood teacher training courses were provided and educational action plans were discussed.

관찰에 대한 그림그리기를 통해 나타난 예비유아교사의 인식 분석

The purpose of this study is to apprehend the relevant perception of prospective early childhood teachers by analyzing the drawings of prospective early childhood teachers from observation. To this end, 22 prospective early childhood teachers enrolled in the 3rd grade of the Department of Early Childhood Education at H University participated in the study from September 14 to 21, 2023. After drawing, the first interview consisted of introducing one's drawing and answering questions, and the second interview involved appreciating, sharing, and comparing each other's drawings. The results are as follows. In the drawing from observation undertaken by prospective early childhood teachers, firstly, ‘awareness of the direction of observation' appeared. The participants recognized observations as a means of understanding young children, imposing the process at the center, and accompanying an effort must be accomplished. Secondly, ‘awareness of the role of teachers as observers' appeared. They acknowledged that teachers play a role in sending affectionate attention, always keeping their positions, and putting what they have come to understand into practice when performing the observation. Based on these research results, it is expected that a teacher training course will be implemented to support prospective early childhood teachers to realize the value of observation.

초임초등교사의 영어교사교육과 영어교수의 경험 및 인식

This study aimed to explore elementary teachers’ experiences and perceptions of English in-service teacher education and English language teaching. Fifty elementary English teachers took part in the survey. Of these, ten teachers were involved in the focus group research. Their interviews, reflection journals, and lesson observations and analyses were collected. Data were analyzed through a mixed-method approach, primarily qualitative with quantitative methods as needed. The results are as follows: First, novice teachers found that the provision of English courses in novice teacher training was insufficient, but they felt in-service teacher training, graduate programs, teacher learning communities, and mentoring helped improve their teaching abilities. Second, when teaching, novice teachers in the focus group concentrated on phonics and basic language skills and activity- and learner-centered instruction, and they developed effective materials in their English classes. They experienced difficulties teaching English in English and teaching students at different levels. However, they made progress through various trials and errors. Third, for the professional development of novice English teachers, suggestions were made in the areas of teacher education programs, teacher learning communities, schools and administrations, and policies on teachers and teacher education, as well as the novice teachers’ efforts. Significant implications concerning novice English teacher education will be explored in greater detail.

The Inheritance and Development of Northern Shaanxi Folk Songs in the Era of Big Data

With the arrival of the big data era, the inheritance and development of northern Shaanxi folk songs are facing unprecedented opportunities and challenges. From the perspective of big data, this paper analyses the communication status of northern Shaanxi folk songs in contemporary society, discusses the impact of the big data era on the inheritance and development of northern Shaanxi folk songs, and puts forward a series of innovative inheritance and development strategies. Firstly, this paper gives a brief introduction to the concept and characteristics of the big data era, and elaborates on the historical and cultural value of northern Shaanxi folk songs. Through the data mining of network platforms and field research, the communication characteristics of northern Shaanxi folk songs are analysed, and it is found that its communication channels are wide and the audience groups are diverse, but at the same time, it also faces the dilemma of the traditional inheritance method and the problem of low acceptance of the younger generation. In view of these problems, this paper proposes a series of inheritance and development strategies. In terms of dissemination, it is suggested that new media channels such as digital music platforms and online short videos be used for promotion; in terms of education and training, it is advocated that Shaanxi folk songs be integrated into school music education and professional training courses to cultivate a new generation of Shaanxi folk song inheritors; in terms of artistic innovation, it is encouraged that Shaanxi folk songs be combined with modern art forms, and that new Shaanxi folk songs with the characteristics of the times be created. In order to verify the feasibility of the proposed strategy, this paper selects two successful cases to introduce and analyse, summing up a series of valuable experience. Finally, this paper summarises the whole paper and looks forward to the future inheritance and development of northern Shaanxi folk songs in the era of big data.

The Pre-service Teachers’ Perceptions of Integrated Teaching, Inquiry Learning, using ICT and Real-life Examples in Science Classes

The study was conducted as a case study to enhance pre-service science teachers’ readiness for integration, inquiry-based learning (IBL), the use of Information and Communication Technology (ICT), and the application of real-life examples during their teacher training courses. The objective of the research was to explore pre-service science teachers’ perceptions of integrated teaching, inquiry learning, and the use of ICT in science education, drawing on their experiences in teacher training. It also aimed to examine potential differences in their viewpoints and the evolution of their perceptions over time. A questionnaire was developed to gather insights from 50 pre-service science teachers regarding their views on the integration of science subjects before and after their 2-year teacher training courses. The collected data were analyzed using a qualitative approach with the QCAmap software, followed by a quantitative analysis utilizing the Microsoft Excel software. The findings revealed significant variances in perceptions among pre-service teachers based on the number of science subjects they studied during their training. Those who studied two or more subjects placed greater emphasis on the value of integration, IBL, ICT use, and real-life examples in science education, and exhibited more significant changes in their views throughout the 2 years of teacher training. Furthermore, the study found that nearly half of the pre-service teachers did not view IBL in science classes as crucial, and only about a quarter recognized the importance of ICT utilization.

Experience of Introducing Mixed and Hybrid Training for Health Professionals into Continuing Professional Education System

Introduction. One of the most relevant topics in the development of a modern training model in the system of continuing professional education for health professionals is the implementation of mixed and hybrid education. This approach combines the advantages of in-person interaction with the lecturer and the convenience of distance learning. The purpose of this article was to describe the experience of introducing mixed and hybrid training for medical specialists into additional professional education programs as well as to find out their satisfaction with new education formats. Materials and methods. In order to assess the satisfaction degree with mixed and hybrid education of students attending continuing professional education and advanced training courses, a sociological study based on questionnaire data was carried out. The results show that the majority of students prefer mixed and hybrid forms of education. It may indicate the relevance of integrating traditional and modern approaches into the educational process in order to comply with the preferences of students and provide them with conditions, which enable successful learning.

ChatGPT-facilitated professional development: evidence from professional trainers’ learning achievements, self-worth, and self-confidence

ABSTRACT Professional trainers play an important role in helping new recruits adapt to the workplace. In general hospitals, training courses for clinical teachers still adopt the lecture method. Such a teacher training approach focuses on the way of delivering knowledge and skills, while the training for their teaching of case handling as well as their self-worth and self-confidence could be insufficient. In order to cope with this problem, the present study proposed a ChatGPT-based training mode (ChatGPT-TM) for professional development. To verify its effects, we conducted an experiment in a “Using ChatGPT in Case Teaching” course for clinical teachers in hospitals, and explored their learning achievement, self-worth, self-confidence, and learning perceptions using the ChatGPT training mode (ChatGPT-TM) and the conventional training mode (C-TM). The results showed that the ChatGPT-TM could effectively enhance clinical teachers’ learning achievement in case teaching, self-worth, and self-confidence in comparison with the C-TM. The main contribution of this study is that it revealed that ChatGPT could allow clinical teachers to carry out reflection, verify references, and integrate theory and practice, which improved their learning achievement, made them realize their self-worth, and increased their self-confidence in performing professional training tasks.

Preparing Teachers of the Future in the Era of Artificial Intelligence

Artificial Intelligence (AI) is designed to create intelligent systems capable of performing tasks traditionally dependent on human intellect. Its integration into the field of education presents both opportunities and challenges as it is quickly expanding. Preparing teachers for this rapidly advancing technological shift is essential for success, as education itself is not static. This position paper adopts the methodology of synthesizing existing literature on innovative strategies for integrating AI into the preparation of Teachers of the Future. The concept of Teachers of the Future was introduced in this paper, addressing concerns surrounding AI’s potential to replace teachers. The paper recognized the irreplaceable roles of teachers in providing emotional and moral support as well as nurturing critical thinking among learners. It further explored the importance of AI for effective application in teaching and learning processes. Drawing upon the synthesis of literature collected from the review of related works, strategies for preparing Teachers of the Future in the Era of AI can be realized by implementing approaches such as development of AI literacy, integrating AI into teacher training courses, promoting collaborative learning among teachers in training, offering continuing education opportunities, and nurturing a positive attitude towards AI utilization. The paper suggested, among others, that Teachers of the Future should be provided with foundational training in AI application for teaching and learning processes within teacher education programmes offered by teacher training institutions.

MATHEMATICAL COMPETENCE MODEL OF A TECHNOLOGY TEACHER

The purpose of the article is to define the structure and build a model of the mathematical competence of a teacher of technological education, develop methods for its parametric identification, analyze the results of the testing of the proposed methods of measuring mathematical competence. The conducted research was based on theoretical methods of system analysis, pedagogical modeling, as well as experimental methods of sample research, methods of statistical analysis of experimental data, in particular, descriptive statistics and correlation analysis. As a result of the study, a reasonable definition of the mathematical competence of a teacher of technological education is given, its components are highlighted: operational-arithmetic (arithmetic), geometric, mathematical modeling, analytical-statistical, which determine the functions of mathematical activity of a teacher of technological education. A hierarchical structure of the content of mathematical competence has been built, it is justified that it should contain three levels: basic, medium, high. It is shown that a basic level of mathematical competence is sufficient to ensure the main work of a teacher in the technological education field. A structural model of the mathematical competence of a teacher of the technological educational field was built, in which information connections between the subject-professional activity of a teacher of the technological educational field, his/her scientific and analytical activity, components of mathematical competence and the system of forming its content are reflected. The value of the index of the basic level of mathematical competence was evaluated as the probability of coping with a randomly selected task from the population of tasks related to the teacher's work functions, the average value of which is 0.63. It is estimated that approximately 70% of technology education teachers can solve more than half of the basic level problems. The correlational dependence between the results from the mathematical modeling components and the arithmetic component was revealed. The main problematic mathematical questions for teachers of technological education are also revealed. The practical significance of the study is that the obtained results allow to improve the system of training future teachers of the technological educational field, in particular their mathematical training, as well as to adjust the content of postgraduate pedagogical education of teachers. The main conclusions of the study include that it is the basic level of mathematical competence that is necessary for the realization of the functions of a teacher of the technological educational field, and also that at least 30% of the teachers of the technological educational field need the development of mathematical competence. Therefore, possible further explorations involve the implementation of trainings, special courses, blocks of practical classes at advanced training courses for technological education teachers to develop their mathematical competence and analyze their effectiveness.

Nurse's Knowledge Regarding Active Management of The Third Stage of Labor to Control Postpartum Hemorrhage

Background: Postpartum hemorrhage is a leading cause of maternal mortality and morbidity globally. The third stage of labor begins after the baby is born and ends with the delivery of the placenta. During this stage, the uterus needs to contract effectively to prevent excessive bleeding. Active Management of the Third Stage of Labor was introduced as a strategy to reduce the risk of postpartum hemorrhage. The study aimed to investigate nurses' knowledge of active management of the third stage of labor to control postpartum hemorrhage and investigate associated factors. Results: The study examined participant characteristics, revealing an average age of 35.93 (SD=8.52). Around 65.0% of nurses in the study had graduated from preparatory nursing. Most nurses (56.7%) had 5-10 years of hospital experience. A majority (65.0%) worked in postpartum areas. Over half (58.3%) had 4-6 years of experience without training. The study evaluated nurses' knowledge of active management of the third stage of labor, with responses on a scale ranging from 37-64. The overall expertise indicates that 75.0% of nurses needed a better understanding. The results highlighted that factors like nurses' education level (p= .024) and training courses (p= .041) predicted their knowledge of active management of the third stage of labor. Conclusions: The study found that nurses' knowledge of active management of the third stage of labor varied, overall indicating a poor understanding of nurses. The results highlighted significant predictors of this knowledge, including education level and participation in training courses. To enhance nurses' proficiency in active management of the third stage, it is recommended to focus on targeted educational programs and regular training opportunities.

Exploring student teachers' latent coping profiles and their relations to perceived stress and stressors.

As coping profiles can offer concrete intervention opportunities, the goal of the present study is to explore latent coping profiles in a sample of 316 student teachers at a German university, using the Brief COPE inventory (Carver, 1997). Furthermore, we aim to test the extent to which students with specific coping profiles differ in the levels of stress (PSS; Schneider etal., 2020) and stressors they perceive. Latent profile analysis (LPA) reveals that a six-profile solution shows the optimal fit, with high entropy. The six profiles include two more support-seeking coping profiles (networking and disengaged copers), withdrawn, cognitive restructuring, avoidant and repertoire-oriented copers. Both more support-seeking coping profiles used in particular strategies concerning seeking social and emotional support, and are associated with less stress. Avoidant and withdrawn copers show unfavourable perceptions of stress levels and stressors. Thus, programs to promote social-emotional support should be implemented in teacher training courses.

Participation, motivation, and emotional states in the course of VET teacher training: results of an 18-months longitudinal study

BackgroundOur study aims to investigate inter- and intraindividual effects of trainee teachers’ perceived opportunities of participation in vocational education and training teacher training on their emotional states. Additionally, it is examined whether the subjective reason for action as in intrinsic and extrinsic motivation affects the relationship between perceived participation and emotional states. In this respect, control-value theory constitutes the guiding conceptual framework in our study.MethodsOn the basis of a longitudinal design with a total of 75 trainee teachers in Germany and a maximum of 58 survey time points during 18-months of teacher training (in total 1790 individual measurements), we traced the perception of participatory opportunities, intrinsic and extrinsic motivation as well as weekly emotional states. Multilevel modeling allowed us to examine both between- as well as within-person effects of perceived participation.ResultsThe results of our multilevel models indicate, among other findings, statistically significant within- and between-person effects of perceived participation opportunities on enjoyment, hope, pride, as well as anger, anxiety, shame, and hopelessness. Furthermore, the attributed subjective reason for action, i.e., the intrinsic or extrinsic motivation, moderates the relationship between perceived opportunities to participate and emotional states.DiscussionThe findings, which are consistent across different emotions of the same valence and for the two different types of motivation, indicate that those trainee teachers who report low values for intrinsic motivation (or high values for extrinsic motivation) in a given week react more responsively to changes with regard to opportunities for participatory influence.