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État de publication: Publiée (2025 )
Nom de la revue: Journal of Early Childhood Teacher Education
Intervalle de pages: 1-21
Résumé: Novice kindergarten teachers face many challenges during professional induction, which can cause them difficulties and contribute to their abandoning the profession. To support novice teachers’ work motivation and retention, a professional development program–designed to support satisfaction of their basic psychological needs (Ryan & Deci, 2017; Ryan & Vansteenkiste, 2023) and meet effectiveness criteria (Desimone, 2009)–was implemented as a professional induction support measure. Explanatory interviews were conducted with six participants. Using thematic and emergent content analysis, we documented participants’ sources of motivation in their actual activity in a substitute teaching context. Results suggest that the quality of motivation manifested by the participants improved over the course of their participation in the program. Our findings regarding the sources of novice kindergarten teachers’ motivation in their actual activity shed light on the challenges they experience during professional induction. Scientific and applied implications of these findings are discussed.
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