Effects of motivation on the belief systems of future mathematics teachers from a comparative perspective

Sigrid Blomeke
Gabriele Kaiser


The paper examines the relationship between future teachers’ professional motivation and their beliefs on the dynamic nature of mathematics as an academic discipline as well as on their transmission-oriented beliefs on the teaching and learning of mathematics. As motives, intrinsic-pedagogical, intrinsic-academic and extrinsic motives were examined. Based on IEA’s “Teacher Education and Development Study in Mathematics” (TEDS-M), carried out in 2008, we analyzed data from two Western (Germany, Norway) and two East Asian countries (Singapore, Taiwan) which represent different educational cultures. Our results revealed that the level of the motivational facets and the beliefs facets differed between the four countries. The pattern of relationships between professional motivation and teacher beliefs was largely similar across countries though. This result indicates a generic effect of motivation but culturally shaped strength of the different characteristics.