The influence of an autonomy-supportive intervention on preservice teacher instruction: a self-determined perspective

The purpose of this study was to examine the influence of an autonomy-oriented intervention on preservice teacher’s instructional behaviors and perceptions. A total of 28 preservice physical education teachers enrolled in a secondary physical education methods course were randomly assigned to either the treatment (N=14) or control group (N=14). Data were collected using a pretest/posttest design measuring perceptions and observation of autonomy-support, as well as student motivation. Data analysis utilized repeated measures ANOVAs to examine differences. Results indicated significant changes in autonomy-support for both teachers and students exposed to the intervention.