Enhancing student teachers’ perceived pedagogical competence and motivation: the role of learning methods in blended ECE teacher education
Year: 2026
Type: article
Study design: Observational Study
Abstract: Pedagogical competence is a core component of early childhood education (ECE) teachers’ professional expertise, and competence-based teacher education supports its development. Teacher education also fosters motivation and self-efficacy, essential for teacher retention and professional development. This study investigates how student teachers’ initial intrinsic motivation and learning methods relate to their motivation to work as a teacher and their perceived pedagogical competence. Conducted in a blended ECE teacher education programme (N = 158), the study used a survey to assess motivation, pedagogical competence, and perceptions of learning methods. Initial motivation is associated with motivation to work as a teacher and perceived pedagogical competence. Developing pedagogical competence requires both independent and collaborative learning methods. While prior research has rarely examined how motivation and pedagogical competence develop through specific learning methods in blended teacher education, particularly among adult students, this study addresses that gap by exploring these dynamics in a nationally implemented programme.
Authors: Laura H. L. Niemi, Jonna Kangas
Institution: University of Helsinki
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7153513612