Knowledge of motivational psychology and its implementation in trainee teachers

An empirical study on the role of Self-Determination Theory in teacher education at vocational schools

The doctoral project investigates the role of motivational psychological knowledge in the teacher induction phase (Referendariat), with a particular focus on Self-Determination Theory (SDT). While teachers’ motivational knowledge has already been examined empirically among pre-service teachers and fully qualified teachers, little is known about how such knowledge is developed in the second phase of teacher education and to what extent it is reflected in trainee teachers’ professional practice. The induction phase represents a crucial transitional and developmental stage in which theoretical concepts and the practical demands of schooling intersect directly, offering considerable potential for sustainable professional learning and development.

Subproject 1: Knowledge Bases and Theoretical Orientations

The first subproject examines trainee teachers’ knowledge, beliefs, and perceived relevance of motivational psychological theories. Particular attention is given to the extent to which the core assumptions of Self-Determination Theory—autonomy, competence, and relatedness—are understood, critically reflected upon, and perceived as relevant for instructional practice. The aim is to develop an empirically grounded understanding of existing knowledge bases and potential gaps in knowledge.

Subproject 2: Implementation of Motivation-Supportive Principles in Teaching

The second subproject analyzes the extent to which theoretically grounded, motivation-supportive principles become visible in trainee teachers’ instructional practice. The focus lies on the alignment between available knowledge and its actual enactment, as well as on the structural and situational conditions of the induction phase that may facilitate or constrain the use of motivation-supportive strategies.

Subproject 3: Implications for Teacher Education in the Induction Phase

The third subproject integrates findings from the previous studies and derives implications for the second phase of teacher education. In collaboration with key actors involved in the induction phase, it investigates which curricular, organizational, and advisory conditions support the development of motivational psychological competencies. The aim is to identify and empirically substantiate opportunities for sustainably embedding motivation-related content within teacher induction.

Objectives and Contribution

The dissertation contributes to research on teacher professionalization by systematically examining how motivational knowledge becomes effective in the transition from university-based study to school practice. It addresses an important research gap in vocational teacher education and provides practice-oriented impulses for the further development of teacher education. In the long term, the findings are intended to contribute to strengthening motivation-supportive teaching processes and supporting prospective teachers in developing need-supportive professional competencies.

Supervision: Prof. Dr Anja Schiepe-Tiska