Original Research

Fostering pre-service teachers’ motivation-related practical wisdom through a mentoring procedure

Anni Loukomies, Jari Lavonen, Kalle Juuti
South African Journal of Childhood Education | Vol 5, No 1 | a357 | DOI: https://doi.org/10.4102/sajce.v5i1.357 | © 2015 Anni Loukomies, Jari Lavonen, Kalle Juuti | This work is licensed under CC Attribution 4.0
Submitted: 04 September 2015 | Published: 04 September 2015

About the author(s)

Anni Loukomies, University of Johannesburg & University of Helsinki, Finland
Jari Lavonen, University of Johannesburg & University of Helsinki, Finland
Kalle Juuti, University of Helsinki, Finland

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This article introduces a procedure aimed at fostering pre-service teachers’ reflective thinking and practical wisdom and encouraging them to adopt a theory-based view of promoting learners’ motivation while taking into account learners’ different motivational profiles. The procedure is based on a study about the promotion of science-related motivation among students with different motivational orientations by employing an inquiry-based science teaching approach and out-of-school learning, as well as supporting learners’ basic psychological needs, in order to provide relevant and meaningful conditions for learning. The procedure for pre-service teacher education encompasses lessons intended to familiarize student teachers with theoretical perspectives, authentic case studies of learners with different motivational orientations, support for lesson planning, and reflection on the implemented plans. The described procedure may be used in teacher education during mentoring sessions in practicum periods.


pre-service teacher education, practical wisdom, reflection, theory and practice, motivation


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