Basic needs satisfaction during a teaching practicum: an intraindividual perspective on preservice teachers’ motivation and interindividual associations to mentoring
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Zeitschrift für Bildungsforschung -- 2190-6890 -- 2190-6904
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Mots-clés
article ScholarlyArticle ddc:370 Self-determination theory Mentoring Teaching practicum Preservice teacher education Cross-lagged analysis Selbstbestimmungstheorie Mentoring Praxissemester Lehrerbildung Cross-Lagged AnalyseSujets proches
Necessities of life Needs, BasicCiter ce document
Miriam F. Jähne et al., « Basic needs satisfaction during a teaching practicum: an intraindividual perspective on preservice teachers’ motivation and interindividual associations to mentoring », Digitale Bibliothek Thüringen, ID : 10670/1.76b726...
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Résumé
Learning in a teaching practicum is highly intraindividual. However, to date, this dynamic process has been investigated mainly through trait-like, interindividual (between-person) statistics, whereas a state-like intraindividual (within-person) perspective, especially regarding motivation, has been rarely applied. This study aimed to disentangle the basic needs of 115 preservice teachers into their trait-like, interindividual and state-like, intraindividual proportions using biweekly measurement occasions. This analytical approach allowed us to relate preservice teachers’ situational basic needs satisfaction to specific learning occasions in the practicum. Applying a random intercept cross-lagged panel model, we found generally few carry-over effects from measurement occasion to measurement occasion. Furthermore, negative cross-lagged interrelations between competence and autonomy as well as competence and relatedness were found at the beginning of the teaching practicum. School mentoring predicted the general satisfaction of all three basic needs. Implications of this new analytical perspective for further research are discussed.
