Mastery goals and need-supportive motivation as tools for equity in teacher education: A perspective

BURÇIN DEĞIRMEN, TEV İNANÇ TÜRKEŞ HIGH SCHOOL, GEBZE, TURKEY Abstract This article explores how mastery goals and need-supportive environments can promote equity in teacher education. Drawing on achievement goal theory (Elliot and McGregor, 2001) and self-determination theory (Deci and Ryan, 2000), it highlights the importance of not only what learning goals pre-service teachers pursue but also why they pursue them. Research from Turkish university students (Michou et al., 2014) suggests that when mastery goals are pursued for autonomous reasons – such as personal interest or a sense of value – they are more likely to lead to meaningful engagement, critical thinking and deeper learning. In contrast, goals pursued out of pressure or fear of failure tend to result in frustration and surface-level effort. The article blends research with practical strategies, offering examples from the author’s own classroom, such as giving students choice in assessments, offering pee