Motivation and professional development needs of foreign language teacher educators

This study explores the motivational factors and professional development needs of lower secondary foreign language teacher educators (FLTE) at a Swiss University of Teacher Education (UTE). Existing research on the motivation of teacher educators is scant and mainly focused on their identities, professional development and professional standards. Understanding their motivation, however, is crucial owing to the pivotal role of teacher educators in enhancing teaching quality. The study uses semi-structured interviews with eleven lower secondary FLTEs and applies Ryan and Deci's Self-Determination Theory to investigate the motives which drove them to become FLTEs and work at their institution, and their current motivation. Preliminary findings indicate the importance of relational aspects of motivation, in particular the relationship with student teachers and colleagues. The results can inform policymakers and the academic community in optimising decisions related to teacher education and supporting teacher educators in their profession.