An exploration of TESOL teacher educators' motivation

Dario Luis Banegas, Marta del Pozo Beamud

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract / Description of output

The field of motivation research in Teaching English to Speakers of Other Languages (TESOL) has often documented the motivation of learners of different ages and in different educational contexts. A few scholars have indicated that the recent literature lacks empirical or conceptual studies on teacher motivation which describe the mechanisms through which the construct is approached from psychological, sociocultural, critical, or complexity frameworks. In Argentina, pre-service English language teacher educators programmes are usually 4 or 5 years long and they are offered by both tertiary and university institutions. The early-career TESOL teacher educators were also driven by their sense of self-efficacy, a factor that Lamb and Wyatt associate with sustaining motivation. However, as the teacher educators gained experience and the socioeconomic context changed, other demotivating factors became critical between 2015 and 2018. The chapter presents the findings in relation to initial motives for becoming teacher educators, demotivating factors, and factors that sustain motivation.
Original languageEnglish
Title of host publicationBecoming and Being a TESOL Teacher Educator
Subtitle of host publicationResearch and Practice
EditorsRui Yuan, Icy Lee
Place of PublicationLondon
PublisherRoutledge
Chapter1
Pages13-31
Number of pages19
Edition1
ISBN (Electronic)9781003004677
ISBN (Print)9780367436292
DOIs
Publication statusPublished - 2 Nov 2021

Publication series

NameRoutledge Research in Language Education

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