Framed in exploratory action research, this article reports on an experience carried out at an initial English teacher education (IELTE) programme in Argentina. A group of four tutors noticed their student-teachers’ demotivation to complete written coursework. On exploring this issue, it was found that lack of authenticity of audience in writing tasks acted as a demotivation factor. The tutors adapted their teaching practices to engage the student-teachers in a writing for publication project organized by an Argentinian teacher association in 2018. To understand the effects of this experience on the student-teachers’ motivation, data were collected through individual interviews, in-class group discussions, pair-work tasks with the student-teachers, and through notes taken during tutors’ meetings. Findings show that while authenticity of audience acted as a motivating factor with more advanced student-teachers, most student-teachers and tutors engaged in motivational synergy triggered by a change in tutors’ teaching practices given the possibility of publishing.
|Number of pages||10|
|Early online date||20 Dec 2019|
|Publication status||Published - 6 Mar 2020|
- writing for publication
- language teacher education
- pre-service teacher education