Exploring Changes in Career and Academic Motivation among Farhangian University TEFL Students during their Enrollment Period

Document Type : Original Article

Authors

1 MA Student in TEFL, Farhangian University, Tehran, Iran

2 MA Student in TEFL, University of Qom, Qom, Iran

3 MA in TEFL, University,of Arak, Arak, Iran

Abstract

Background and Objectives: Motivation plays a pivotal role in the academic and career development of student teachers enrolled in teacher education programs. Understanding the dynamics of motivation and its changes throughout their years of study is crucial for effective curriculum planning and support. This research study aims to investigate the shifts occurring in EFL (English as a Foreign Language) student teachers' academic and career motivation during their tenure in a teacher education program. The main hypothesis asserts that significant changes take place in students' career and academic motivation over the course of their studies. Methods: A sample of 25 participants from Farhangian University participated in the study. Qualitative data collection techniques, including semi-structured interview were employed, and data analysis was conducted using MAXQDA software. Findings: The findings of this study reveal a notable decline in both academic and career motivation as student teachers progress through the program. Conclusion: These findings have critical implications for university curriculum planners, student teachers, and teacher educators. It underscores the need for curriculum redesign to address diminishing motivation levels among student teachers and emphasizes the importance of holistic support and guidance from teacher educators to sustain and elevate student teachers' motivation throughout their educational journey.

Keywords

References

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Journals of Research in Teacher Education Curriculum Studies
Volume 4, Issue 1 - Serial Number 6
August 2024
Pages 175-194

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