Doctor of Philosophy (PhD)
Teaching and Learning
First Advisor's Name
Joyce C. Fine
First Advisor's Committee Title
Second Advisor's Name
Elizabeth D. Cramer
Second Advisor's Committee Title
Third Advisor's Name
Third Advisor's Committee Title
Fourth Advisor's Name
Fourth Advisor's Committee Title
CTE, Career and Technical Education, teacher preparation, vocational education, motivation, teacher identity, MSLQ
Date of Defense
This quantitative research describes the measures of motivating factors, through a social learning lens, that empower minority high school students in a CTE program to develop a teacher identity through time in clinical teaching practice. This quasi-experimental study found interactions between student motivation, teacher identity, and student achievement through an early clinical practice intervention used in SCHOOL A ECE 1. A comparison group, SCHOOL B ECE 2, was used to measure any effect of a community of practice framework on these factors. The present study also used a non-teacher education program, SCHOOL A BIO 1 to measure if motivation and teacher identity were content specific. The target population was 9th -12th-grade students enrolled in CTE programs. The independent variables in the current study included the vocational program enrollment and course academic levels (levels 1-4) in the CTE programs, to measure both motivation and identity development and pre and post achievement analysis. The dependent variables included survey responses to find effects on motivation, teacher identity. The study utilizes the Motivated Strategies for Learning Questionnaire (MSLQ) survey instrument to measure motivational orientations. A modified version of a teacher identity survey was used to measure different dimensions of a teacher identity framework which includes recognition, interest, performance, and competence. An ex post facto design measures changes in student attendance and GPA to determine changes after time in clinical teaching practice between 9th and 12th grade. The results found no significant difference between the programs in motivation, but a significant difference was found in the development of teacher identity in the students of SCHOOL A ECE 1. A significant difference was also found between the levels (levels 1-4), with level 4 students in SCHOOL A ECE 1 having the highest mean for teacher identity.
Aguila, Elizabeth M., "An Examination of Motivation and Teacher Identity in Minority High School Students Enrolled in a Career and Technical Education Teacher Preparation Program" (2020). FIU Electronic Theses and Dissertations. 4384.
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).