Prospective elementary teachers' motivation to participate in whole-class discussions during mathematics content courses for teachers

  • Jansen A
  • 27

    Readers

    Mendeley users who have this article in their library.
  • 3

    Citations

    Citations of this article.

Abstract

Abstract  Prospective elementary teachers’ (N = 148) motivation to participate in whole-class discussions during mathematics content courses for teachers, as expressed in their own words on an open-ended questionnaire, were studied. Results indicated that prospective teachers were motivated by positive utility values for participating (to achieve a short-term goal of learning mathematics or a long-term goal of becoming a teacher), to demonstrate competence (to achieve performance-approach goals), or to help others (to achieve social goals). Negative utility values for participating were expressed by those who preferred to learn through actively listening. Five motivational profiles, as composed of interactions among motivational values, beliefs, goals and self-reported participation practices, were prevalent in this sample. Self-reported variations among participants’ utility values and participation practices suggested that prospective teachers engaged differentially in opportunities to learn to communicate mathematically. Results provide pedagogical learner knowledge for mathematics teacher educators.

Author-supplied keywords

  • Discourse
  • Mathematics
  • Motivation
  • Performance goals
  • Preservice teachers
  • Prospective teachers
  • Self-efficacy
  • Social goals
  • Task value
  • Whole-class discussion

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Authors

  • Amanda Jansen

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free