‘I love to teach them about my subject’: Starting preservice-teachers motives to teach: Starting preservice-teachers motives to teach

Marjon Fokkens-Bruinsma, Ellen Jansen, Els van Rooij, Esther Tamara Canrinus

Research output: Contribution to conferencePaperAcademic


This study describes the first findings of a pilot study in which a developmental intake assessment instrument is implemented. The instrument allows us to determine students’ basic competences, beliefs and needs and provides us with
possibilities to better coach students throughout our teacher education programme. In this paper, we focus on the first part of the instrument, which contains questions about previous experiences that are relevant to teaching, more specifically on the reasons that preservice teachers have to teach and how the skills they already possess could benefit the students they teach. Data were collected in a Dutch first-grade teacher education programme in February 2016. 87 preservice teachers completed the assessment. Students were asked to explain why they would like to teach and how their skills could benefit the students they were going to teach. All data were coded in terms of a) prior teaching and learning experiences, b) perceptions of the task, c) perceptions of one’s abilities, d) values, and e) teaching as a fallback career, and were then
labeled into adaptive versus maladaptive motives. The most prevalent motive among our respondents was the desire to transfer knowledge (25%), closely followed by the love for the subject domain (22%). Interestingly, all motives that were frequently mentioned were adaptive motives. In contrast with other studies, in our study the desire to transfer knowledge was the most important motive for applying for the teacher education programme.
Original languageEnglish
Publication statusPublished - 2017
EventEARLI 2017 - Tampere, Finland
Duration: 29-Aug-20172-Sept-2017


ConferenceEARLI 2017
Internet address


  • higher education
  • motivation
  • pre-service teacher education
  • Teacher Professional Development

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