DuCette, Joseph P.2020-10-272020-10-272016965642593http://hdl.handle.net/20.500.12613/1724This 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.145 pagesengIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.http://rightsstatements.org/vocab/InC/1.0/Educational PsychologyTeacher EducationMotivationPersistenceStudent TeachingText