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    THE EFFECT OF STUDENT TEACHING EXPERIENCES ON THE MOTIVATION AND PLANNED PERSISTENCE OF PRE-SERVICE TEACHERS

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    Leverett_temple_0225E_12515.pdf
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    Genre
    Thesis/Dissertation
    Date
    2016
    Author
    Leverett, Avis
    Advisor
    DuCette, Joseph P.
    Committee member
    Farley, Frank
    Schifter, Catherine
    Najera, Kristina
    Department
    Educational Psychology
    Subject
    Educational Psychology
    Teacher Education
    Motivation
    Persistence
    Student Teaching
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1724
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1706
    Abstract
    This study investigated the motivation to teach and planned persistence of pre-service teachers during two phases of their student teaching experience by using a mixed methods study design. The quantitative design sought to evaluate if the motivation and planned persistence of pre-service teachers changed during the course of the supervised student teaching experience. The qualitative design endeavored to explore if the context of the student teaching placement impacted the motivation and planned persistence of pre-service teachers over time. The study was conducted at a diverse urban university with students who were completing their teacher-training program at either the graduate or undergraduate level. The results indicated that pre-service teachers were similarly motivated by several complex factors at both the beginning and end of student teaching. Additionally, the study participants revealed that the school context was influential in their motivation to teach and planned persistence in the profession. Additional analyses conducted indicated that prior teaching and learning was more important to participants in the middle and secondary education programs than in the early childhood education program and that certain motivational factors were more significant for female study participants than male.
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