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Toward an Understanding of Pre-Service English Teachers’ Motivation: The Case of Hungary
The Social-Psychological Approach
Tartalomjegyzék
- Toward an Understanding of Pre-Service English Teachers’ Motivation: The Case of Hungary
- COPYRIGHT PAGE
- Series editors’ foreword
- Acknowledgments
- 1. Introduction
- 2. Motivation Research Within the Field of Applied Linguistics: A Literature Review
- 3. The Research Context
- 4. Research Design and Research Methods
- 5. The Students’ Perspective – An Inductive Approach: Findings and Discussion of Study 1
- 6. The Instructors’ Perspective – An Inductive Approach: Findings and Discussion of Study 2
- 6.1. Perceptions of Pre-Service English Teachers’ Career Intention
- 6.2. Perceptions of the Formation of Pre-Service English Teachers’ Career Intention
- 6.3. Perceptions of Pre-Service English Teachers’ Engagement
- 6.4. Perceptions of Pre-Service English Teachers’ Competences
- 6.5. Perceptions of the Quality of Pre-Service English Teacher Education
- 6.6. Chapter Summary
- 6.1. Perceptions of Pre-Service English Teachers’ Career Intention
- 7. The Students’ Perspective – A Deductive Approach: Results and Discussion of Study 3
- 8. Conclusion
- References
- Appendices
- Appendix A: The English Translation of the Data Collection Instrument for Study 1
- Appendix B: The Hungarian Version of the Data Collection Instrument for Study 1
- Appendix C: The English Translation of the Interview Guide Used in Study 2
- Appendix D: The Hungarian Version of the Data Collection Instrument for Study 2
- Appendix E: The English Translation of the Questionnaire for Study 3
- Appendix F: The Hungarian Version of the Questionnaire for Study 3
- Appendix G: Screenshots of the Questionnaire Administered on Google Forms for Study 3 (in Hungarian)
- Appendix A: The English Translation of the Data Collection Instrument for Study 1
Kiadó: Akadémiai Kiadó
Online megjelenés éve: 2022
ISBN: 978 963 454 818 8
In this monograph, the findings of a mixed-methods, multi-perspective empirical study targeting the motivation of Hungarian pre-service English teachers are presented and discussed. When it comes to the Hungarian context, the importance of the topic is indicated by issues, such as the ongoing workforce shortage in the public education sector and the latest reforming of the initial teacher education system. The present investigation sheds light on the complexity of Hungarian pre-service English teachers’ motivation, which was found to be a bipartite construct interrelated with cognitive, emotional, and social processes. It also offers insights into the motivating capacity of the undivided pre-service English teacher education program as well as the extent to which the initial teacher education system is effective with respect to its student recruitment policy. As such, this monograph might be beneficial to researchers, university instructors, mentor teachers, and educational policymakers alike.
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