Learning Motivation and Enhancement Strategies for Future Teachers: A Study of the Current Situation at the Faculty of Pedagogy, Thu Dau Mot University
Learning motivation plays a key role in improving training quality and shaping professional attitudes among future teachers. This article focuses on examining the current state of learning motivation among students of the Faculty of Pedagogy, Thu Dau Mot University, and evaluating the motivation-enhancement strategies currently being implemented. The study employed a quantitative method through a questionnaire survey of 150 students in the Faculty of Pedagogy. The findings show that most students have fairly good and good levels of learning motivation, in which intrinsic motivation, including love for the profession and the desire for personal development, is more dominant than external motivation. However, the study also identifies several barriers affecting motivation, such as pressure from the training program, limited self-study skills, and the influence of factors in the academic environment. Regarding enhancement strategies, the survey results indicate that students highly appreciate the role of innovating teaching methods and practical experiential activities. Nevertheless, the implementation of support measures from the university and lecturers remains inconsistent in some stages, especially in personalizing training pathways and providing professional psychological support. Based on the analysis of the current situation, the article proposes several enhancement strategies, including renewing forms of interaction between lecturers and students, improving the digital learning environment, and developing specialized career-counseling programs. These findings provide practical grounds for educational managers at Thu Dau Mot University to adjust policies and training methods in order to maximize the potential of pedagogy students.