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Introduction
Teacher motivation became important to language teacher education at the end of the twentieth century with theorists becoming concerned after the publication of a special issue, in 2008, on “Motivation for teaching” in the journal Learning and Instruction. This special issue focused in particular on a cross-national exploration of “Motivation to Teach” in different disciplines in Australia, the United States, Finland, Germany, and Israel. Since this publication, and contrary to the increasing popularity of teacher motivation in general education, scant attention has been paid to language teacher motivation during the last decade (Dörnyei and Ushioda 2011; Hiver et al. 2018). In order to take stock of the development of the research on language teacher motivation in terms of its major themes, typical studies, and future trends, this entry concentrates on the following three questions:
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What has been the focus of teacher motivation?
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References
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Acknowledgments
This review is supported by the National Philosophical and Social Project entitled ‘Research on the construction of the ecological model of university foreign languages teachers’ motivations for professional development and relevant influencing factors (15BYY099)’.
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Liu, H. (2020). Language Teacher Motivation. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_124-1
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DOI: https://doi.org/10.1007/978-981-13-1179-6_124-1
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