Enhancing the Motivation to Teach in the Context of Teacher Shortages: Teacher Candidates’ Perceptions of Clinical Educators’ Practices in a Professional Development School

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 clin...

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Bibliographic Details
Published inThe New educator Vol. 20; no. 1; pp. 1 - 20
Main Authors Rutten, Logan, Badiali, Bernard J.
Format Journal Article
LanguageEnglish
Published Philadelphia Taylor & Francis Ltd 2024
Subjects
Candidates
Clinical experience
Clinical research
Motivation
Professional development
Self determination
Shortages
Teachers
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Summary: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.
ISSN:1547-688X
1549-9243
DOI:10.1080/1547688X.2023.2277924