Addressing preservice teachers' conceptions of motivation

Jill D. Salisbury-Glennon, Robert J. Stevens

Research output: Contribution to journalArticlepeer-review

27 Scopus citations


Preservice teachers' prior knowledge about teaching and learning may differ substantially from the theories and ideas presented in their education courses. In the present study, a refutational (conceptual change) text on motivation was used in an effort to address preservice teachers' conceptions of motivation. Results indicated that preservice teachers who read the refutational text performed significantly better on a posttest and demonstrated more of a change in their knowledge. Further results indicated that in the absence of this text, self-regulated learning strategies enabled preservice teachers to undergo a change in their knowledge from the pretest to the posttest.

Original languageEnglish (US)
Pages (from-to)741-752
Number of pages12
JournalTeaching and Teacher Education
Issue number7
StatePublished - Oct 1999

All Science Journal Classification (ASJC) codes

  • Education


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