Configuring the three-way relationship among student teachers' competence to work in schools, professional learning and teaching motivation in initial teacher education

This mixed methods study investigated pre-service student teachers' self-perception of competence to work in schools, and its relationship with professional learning and teaching motivation in the context of initial teacher education (ITE). Two major dimensions of competence to work in schools emerged in the study: (1) understanding school organization, and (2) managing growth-fostering relationships with teachers and peers. Learning in ITE fieldwork and Learning in ITE coursework were found to predict this competence, although the predictive relationship was partially mediated by “Intrinsic: interest and efficacy in subject taught” motivation and “Altruistic-intrinsic: multifaceted and stimulating job nature” motivation. Implications for ITE are discussed.