Motivational beliefs among nontraditional prospective teachers from the United States: expectancies and values
Motivational beliefs among nontraditional prospective teachers from the United States: expectancies and values

Summary/Abstract: The current study analyzed three prospective teachers’ career path using an Expectancy-Value model. All participants were nontraditional college students, enrolled in a master’s of teaching program (MAT) in the United States, and participated in an in-depth interview about their teaching goal. Study results summarize the commonalities and differences among participants using a cross-case study analysis. The major categories from participants’ interviews were related to their expectancies (i.e., expectations, ability beliefs), attainment values (i.e., importance), intrinsic values (i.e., enjoyment), utility values (i.e., practical significance) and cost (i.e., time, money) about the teaching goal. Implications for teacher education and practice are discussed.

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