Enhancing the Motivation to Teach in the Context of Teacher Shortages: Teacher Candidates’ Perceptions of Clinical Educators’ Practices in a Professional Development School

ABSTRACT

As teacher shortages persist in parts of the United States, clinically based teacher educators could play a role in addressing the problem by utilizing practices that enhance (rather than diminish) teacher candidates’ motivation to teach. Using self-determination theory as a lens for looking at clinical experiences, this study asked how 12 teacher candidates in a Professional Development School (PDS) perceived clinical educators enhancing their motivation. Findings indicated that clinical educators enhanced motivation using six distinctive practices: Opening Space, Affirming Practice, Learning Visibly, Seeking Voice, Accepting Ideas, and Being Present. These findings’ implications for clinical educators and future research are examined.

Disclosure statement

No potential conflict of interest was reported by the author(s).