Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence

• Published in: Teaching and teacher education Vol. 96; p. 103180
• Main Authors: Tang, Sylvia Y.F., Wong, Angel K.Y., Li, Dora D.Y., Cheng, May M.H.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.11.2020
• Subjects: Intrinsic motivation; Millennial generation; Preservice teacher; Professional competence; Professional learning; Intrinsic motivation; Professional learning; Millennial generation; Preservice teacher; Professional competence
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2020.103180

This mixed methods study examined how millennial generation preservice teachers’ intrinsic motivation affects their professional learning in ITE and professional competence. The quantitative findings showed Interest in teaching and subject taught and Self-development and ideal lifestyle as the two aspects of millennial preservice teachers’ intrinsic motivation, and confirmed a significant, positive, mediated effect from preservice teachers’ intrinsic motivation on their perceived professional competence: Subject matter, pedagogical and educational knowledge, via their professional learning in ITE coursework and interaction with others. The qualitative findings showed four underpinning linkages with illustrations from six preservice teacher cases. Implications for ITE are discussed. •Millennial preservice teachers’ intrinsic motivation shapes professional learning in ITE and professional competence.•Self-development and ideal lifestyle is a distinctive intrinsic motivation for millennial preservice teachers.•Meaningfulness, financial security, work-life balance and emerging personal-professional goals outlined this motivation.•ITE programmes with flexible alternatives, broad knowledge base, and communicative spaces facilitate active learning.•Professional knowledge construction is fostered by emerging personal-professional goals and active learning.