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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/52366
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dc.contributor.authorFielding, Jillen
dc.contributor.authorGeiger, Vincenten
dc.contributor.authorMiller, Jodieen
dc.contributor.authorBruder, Reginaen
dc.contributor.authorTowara, Ulrikeen
dc.contributor.authorRatnayake, Ireshaen
dc.date.accessioned2022-05-30T06:46:38Z-
dc.date.available2022-05-30T06:46:38Z-
dc.date.issued2022-05-
dc.identifier.citationTeaching and Teacher Education, v.113, p. 1-14en
dc.identifier.issn1879-2480en
dc.identifier.issn0742-051Xen
dc.identifier.urihttps://hdl.handle.net/1959.11/52366-
dc.description.abstractStrengthening 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.en
dc.languageenen
dc.publisherElsevier Ltden
dc.relation.ispartofTeaching and Teacher Educationen
dc.titleUsing situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasksen
dc.typeJournal Articleen
dc.identifier.doi10.1016/j.tate.2022.103663en
local.contributor.firstnameJillen
local.contributor.firstnameVincenten
local.contributor.firstnameJodieen
local.contributor.firstnameReginaen
local.contributor.firstnameUlrikeen
local.contributor.firstnameIreshaen
local.profile.schoolSchool of Educationen
local.profile.emailjfieldi2@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited Kingdomen
local.identifier.runningnumber103663en
local.format.startpage1en
local.format.endpage14en
local.identifier.scopusid85124622284en
local.peerreviewedYesen
local.identifier.volume113en
local.contributor.lastnameFieldingen
local.contributor.lastnameGeigeren
local.contributor.lastnameMilleren
local.contributor.lastnameBruderen
local.contributor.lastnameTowaraen
local.contributor.lastnameRatnayakeen
dc.identifier.staffune-id:jfieldi2en
local.profile.orcid0000-0002-1469-4504en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/52366en
local.date.onlineversion2022-02-16-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleUsing situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasksen
local.relation.fundingsourcenoteThe authors would like to acknowledge funding from the DAAD (Deutscher Akademischer Austauschdienst) Joint Research Cooperation Scheme.en
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorFielding, Jillen
local.search.authorGeiger, Vincenten
local.search.authorMiller, Jodieen
local.search.authorBruder, Reginaen
local.search.authorTowara, Ulrikeen
local.search.authorRatnayake, Ireshaen
local.uneassociationYesen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.identifier.wosid000791654200010en
local.year.available2022en
local.year.published2022en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/e2d12c34-0913-4320-8e79-5726e8fdd3been
local.subject.for2020390109 Mathematics and numeracy curriculum and pedagogyen
local.subject.for2020390307 Teacher education and professional development of educatorsen
local.subject.seo2020160303 Teacher and instructor developmenten
local.subject.seo2020160302 Pedagogyen
local.profile.affiliationtypeUnknownen
local.profile.affiliationtypeUnknownen
local.profile.affiliationtypeUnknownen
local.profile.affiliationtypeUnknownen
local.profile.affiliationtypeUnknownen
local.profile.affiliationtypeUnknownen
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School of Education
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