The quality of student teachers' self-regulated learning in relation to their motivation to enter teacher education

University-based teacher education is more often organized in dual learning programmes in which two learning environments are combined: studying at the university and learning from practice at schools. These innovative programmes call upon a high degree of self-regulated learning (SRL) in student teachers. However, it is unclear whether student teachers are motivated and able enough to regulate their learning processes to this extent. Therefore, this study wants to process more deeply the relation between students motivation to enter teacher education and their quality of SRL. Twenty-eight students of a post-graduate academic teacher education institute participated in this study. They were interviewed about their motivations to enter teacher education and asked to describe self-chosen learning experiences in an open question log. Homogeneity analysis showed the influence of the different learning contexts on student teachers’ regulation activities and distinctions in student teachers’ awareness of their learning process. Content analysis of the interviews revealed five qualitative different motivations to enter teacher education. The preference to work with adolescents was most often reported, but this was not always mentioned as the first argument. More then half of the student teachers mentioned as a first argument that entering teacher education was a second or a “negative” choice. Analysis is still in progress but it is expected that the findings will reveal the complex nature of SRL in a dual learning environment in relation to student teachers’ initial motivation to enter teacher education.