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How pre-service physical education teachers' motivational profiles shape their (de)motivating teaching profiles.

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Title: How pre-service physical education teachers' motivational profiles shape their (de)motivating teaching profiles.
Authors: Mayo-Rota, Carlos1 cmayo@unizar.es, Abós, Ángel1, Haerens, Leen2, De Cocker, Katrien2, García-González, Luis1
Source: Teaching & Teacher Education. Oct2025, Vol. 165, pN.PAG-N.PAG. 1p.
Subject Terms: *Student teachers, *Teacher education, *Motivation (Psychology), *Student-centered learning, *Teachers, *Educational outcomes, *Autonomy (Psychology), *Intrinsic motivation, *Physical education, *Teaching methods, Professional employees
Abstract: Following a cross-sectional design with 554 pre-service physical education teachers (M age = 25.03 years-old; SD = ± 4.31; 67.8 % male), this study aimed to identify their motivational and teaching profiles and examine the relationships between them. Four distinct motivational profiles and four teaching profiles emerged. More self-determined motivational profiles were associated with more adaptive teaching profiles. Conversely, less self-determined motivational profiles were linked to less adaptive teaching profiles. These findings underscore the importance of fostering self-determined motivation in teacher education programs to promote more motivating teaching approaches and better student outcomes. • Pre-service Physical Education teachers combine different motivations to teach. • Pre-service Physical Education teachers combine different (de)motivating teaching styles. • A self-determined motivational profile relates to a more adaptive teaching profile. • Low self-determined motivation leads to less adaptive teaching profiles. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Following a cross-sectional design with 554 pre-service physical education teachers (M age = 25.03 years-old; SD = ± 4.31; 67.8 % male), this study aimed to identify their motivational and teaching profiles and examine the relationships between them. Four distinct motivational profiles and four teaching profiles emerged. More self-determined motivational profiles were associated with more adaptive teaching profiles. Conversely, less self-determined motivational profiles were linked to less adaptive teaching profiles. These findings underscore the importance of fostering self-determined motivation in teacher education programs to promote more motivating teaching approaches and better student outcomes. • Pre-service Physical Education teachers combine different motivations to teach. • Pre-service Physical Education teachers combine different (de)motivating teaching styles. • A self-determined motivational profile relates to a more adaptive teaching profile. • Low self-determined motivation leads to less adaptive teaching profiles. [ABSTRACT FROM AUTHOR]
ISSN:0742051X
DOI:10.1016/j.tate.2025.105168