Student motivation in teacher learning groups

The importance of social learning for student teachers’ professional development has gained acknowledgement. One way in which teacher training institutes incorporate their curricula is by involving students groups (TLGs). Participation TLGs not only enables to develop skills, but also prevents them from feeling isolated and losing motivation studies. present study uses convergent parallel mixed-methods design search relationships between TLGs’ configuration among participating (n = 55) four Dutch primary institutes. analyses reveal seven key variables TLGs: autonomous choices regarding content; new knowledge; sharing, support, skills; personal goals; collaborating partners; scaffolding; equality an informal atmosphere. Based on the findings, we advise consider integrating homogeneous heterogeneous curricula, because both are valuable motivation.