ROMANIAN JOURNAL OF EXPERIMENTAL APPLIED PSYCHOLOGY RJEAP Vol 7, Special Issue 1, Aug. 2016 - PSIWORLD 2015 Proceedings www.rjeap.ro – www.psiworld.ro International Conference “Psychology and the Realities of the Contemporary World” - 6th edition - PSIWORLD 2015, 23-25 October 2015, Bucharest, Romania 354 #76 PAPER 107 - THE IDEAL TEACHER, ME! HOW CAN AN ITE PROGRAMME SUPPORT THE MOTIVATION OF TEACHER TRAINEES AND INFLUENCE THEIR PERFORMANCE? Camelia Rădulescu, Cristian Bucur, Laura Ciolan, Anca Petrescu 78 The Faculty of Psychology and Educational Sciences, The University of Bucharest, 90 Sos. Panduri, Bucharest, Romania Abstract This study intended to reveal the sources of motivation for study and the attitudes on career that teacher trainees have as they enrol on ITE courses and they complete them successfully, in order to identify means of action towards better performance during the programme. For teacher trainees, motivation can precede the classroom situation, or it can be engaged by it. The study was carried out with 80 participants and used both qualitative and quantitative instruments. In this article we present a part of the findings resulting from the comparative analysis of two reflective essays and discuss further action that can be taken to support performance. Keywords: ITE; motivation; mental picture; learning to teach. 1. INTRODUCTION Literature abounds in studies showing the direct connection between individuals’ motivation for study, as the process of initiating, sustaining and directing activity, and their learning performance. In general, one’s affect towards a particular thing, action, situation or experience represents the way that thing, that action, that situation or that experience fits in with one’s needs or purposes, and its resulting effect on one’s emotions, or affective variables such as motivation and attitude. In the case of ITE, motivation can precede the classroom situation, or it can be engaged by it. The teacher trainee can have strong reasons for wanting to learn before he or she ever comes to the classroom. It became clear for us that teacher trainees are inspired by family models or their former teachers in kindergarten or primary school during the entry interview selection of applicants to the programme. In the course of attending a class strong reasons for continuing to attend and learn can emerge. In other words, learning breeds its own motivation and at the same time previous motivation can lead to success. Learners with positive learning experiences are more willing to engage with future ones, more confident in their chances of succeeding, and more likely to persevere in their efforts. The goals of teacher training also include changing trainees’ attitudes towards teaching. At the same time the attitude of trainees toward the profession, the learning situation and the roles they are expected to play in the classroom have an important effect on the learning process. Attitudes are not innate, but culturally and socially acquired. Although they can be modified by experience and reflection, they tend to be deep-rooted and persistent. Attitude is related to motivation. Learners’ motivation may be determined by their attitude toward teaching and learning environment. 2. THEORETICAL FRAMEWORK Improvements in teacher education need to be based on a well-founded understanding of teachers’ professional development. Research on teacher learning (Day et al. 2007) identifies factors that are influential in the trainees’ professional growth, an understanding of how the experiences of trainees relate to their developing practice. This study intended to reveal the motivation for study and the attitudes on career that teacher trainees have as they enrol on ITE courses and they complete them successfully, in order to identify means of action towards better performance during the programme. It was designed as a longitudinal research that could inform tutors on their course design. * Corresponding author. E-mail address: cameliatugui@gmail.com