PRE-SERVICE TEACHER’S MOTIVATION IN ENGLISH LANGUAGE LEARNING: A LITERATURE REVIEW
DOI:
https://doi.org/10.55197/qjssh.v6i3.684Keywords:
pre-service teacher, intrinsic motivation, extrinsic motivation, English languageAbstract
Motivational elements including tenacity, passion, and chances for career advancement have a big impact on pre-service teachers' development. Theoretical insights from Gardner's Socio-Educational Model, Vroom's Expectancy Theory, and Self-Determination Theory describe the interaction between intrinsic and extrinsic motivation; which are necessary to comprehend how motivation affects this development. Extrinsic incentive, which is driven by recognition, job stability, and professional progression; can increase participation and engagement in training initiatives. On the other hand, perseverance and continuous professional growth are supported by intrinsic motivation, which is driven by real interest and personal fulfilment. To develop dedicated future teachers, teacher education programs that incorporate both incentive styles are encouraged. However, obstacles including a lack of resources, ambiguous expectations, and unsupportive surroundings might make it difficult to stay motivated. These obstacles can be lessened with the use of constructive criticism, emotional support, and a supportive, cooperative learning environment. Additionally, encouraging competence, autonomy, and a feeling of community enhances long-term drive and dedication to pre-service teachers. In addition to promoting academic and personal development, addressing these aspects holistically helps them become more resilient. Environments for teacher preparation must encourage motivation and provide chances for significant growth if they are to guarantee long-term success. Long-term success in teaching requires a positive working environment during training.
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