Education

A qualitative study of pre-service teachers’ experienced benefits and concerns of using motivational interaction in practice after a training course

E. Renko, A. Koski-jännes, et al.

This qualitative study explores the pros and cons of pre-service PE teachers embracing motivational interaction after a 16-hour training. Conducted by Elina Renko, Anja Koski-Jännes, Pilvikki Absetz, Taru Lintunen, and Nelli Hankonen, the research reveals key benefits such as enhanced relationships, alongside challenges faced during implementation. Discover how training can ease concerns and boost the effectiveness of motivational interaction.

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Playback language: English

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Abstract

This qualitative study investigates the benefits and concerns of pre-service physical education (PE) teachers in adopting motivational interaction, a teaching approach blending self-determination theory and motivational interviewing, after a 16-hour training course. Individual interviews (N=19) revealed two main storylines: enthusiastic and optimistic, versus partly reluctant. Analysis identified benefits like conflict reduction and relationship building. Concerns fell into four categories: (1) difficulties applying techniques in group settings; (2) mismatch with traditional teacher roles; (3) undesired effects on personal interactions; and (4) technique-specific challenges. The study uses Sekhon's Theoretical Framework of Acceptability to discuss how training can address concerns to improve the uptake and effectiveness of motivational interaction.

Publisher

Humanities and Social Sciences Communications

Published On

Dec 20, 2022

Authors

Elina Renko, Anja Koski-Jännes, Pilvikki Absetz, Taru Lintunen, Nelli Hankonen

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