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Enhancing the Motivation to Teach in the Context of Teacher Shortages: Teacher Candidates' Perceptions of Clinical Educators' Practices in a Professional Development School
Ist Teil von
The New Educator, 2024, Vol.20 (1), p.1-20
Ort / Verlag
Routledge
Erscheinungsjahr
2024
Link zum Volltext
Quelle
Taylor & Francis
Beschreibungen/Notizen
As teacher shortages persist in parts of the United States, clinically based teacher educators could play a role in addressing the problem by utilizing practices that enhance (rather than diminish) teacher candidates' motivation to teach. Using self-determination theory as a lens for looking at clinical experiences, this study asked how 12 teacher candidates in a Professional Development School (PDS) perceived clinical educators enhancing their motivation. Findings indicated that clinical educators enhanced motivation using six distinctive practices: Opening Space, Affirming Practice, Learning Visibly, Seeking Voice, Accepting Ideas, and Being Present. These findings' implications for clinical educators and future research are examined.