Studies have shown that preservice teachers often
value the practical aspects of their program of
study, such as field experience, more highly than
courses which present theories. This book compares
80 preservice teachers academic motivation in a
theoretical course, a field experience, and a
Liberal Studies course by examining three
motivational constructs, namely goal orientation,
task value, and self-efficacy. Data were collected
by means of four questionnaires and an interview
with eight subjects. Descriptive statistics were
collected and statistical tests were conducted first...