Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks

Fielding, Jill; Geiger, Vincent; Miller, Jodie; Bruder, Regina; Towara, Ulrike; Ratnayake, Iresha

doi:10.1016/j.tate.2022.103663

Author(s)

Fielding, Jill

Geiger, Vincent

Miller, Jodie

Bruder, Regina

Towara, Ulrike

Ratnayake, Iresha

Publication Date

2022-05

Abstract

Strengthening Initial Teacher Education (ITE) students' capabilities to implement challenging mathematical tasks is a focus for policy and curriculum internationally. In this article, we report on motivational aspects of ITE students' engagement with challenging mathematical tasks as an outcome of an explorative study involving 41 Australian ITE students in their third year of a four-year program. Data collection instruments consisted of pre- and post-surveys and a focus group interview. The study was interpretive, utilizing both quantitative and qualitative techniques. Findings suggest ITE student motivation was most closely associated with situational interest and challenge served to both motivate and demotivate students.

Citation

Teaching and Teacher Education, v.113, p. 1-14

ISSN

1879-2480

0742-051X

Link

https://hdl.handle.net/1959.11/52366

Language

en

Publisher

Elsevier Ltd

Title

Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks

Type of document

Journal Article

Entity Type

Publication

Author(s)	Fielding, Jill Geiger, Vincent Miller, Jodie Bruder, Regina Towara, Ulrike Ratnayake, Iresha
Publication Date	2022-05
Abstract	Strengthening Initial Teacher Education (ITE) students' capabilities to implement challenging mathematical tasks is a focus for policy and curriculum internationally. In this article, we report on motivational aspects of ITE students' engagement with challenging mathematical tasks as an outcome of an explorative study involving 41 Australian ITE students in their third year of a four-year program. Data collection instruments consisted of pre- and post-surveys and a focus group interview. The study was interpretive, utilizing both quantitative and qualitative techniques. Findings suggest ITE student motivation was most closely associated with situational interest and challenge served to both motivate and demotivate students.
Citation	Teaching and Teacher Education, v.113, p. 1-14
ISSN	1879-2480 0742-051X
Link	https://hdl.handle.net/1959.11/52366
Language	en
Publisher	Elsevier Ltd
Title	Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks
Type of document	Journal Article
Entity Type	Publication

Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks

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