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Previous research suggests that student–teachers
graduate from initial teacher education programmes with
varying degrees of motivation to teach. In recent literature,
there are student–teachers described to be ambivalent
regarding motivation for teaching. More understanding
about these cases will inform the design of initial teacher
education programmes and the provision of measures to
support beginning teachers. Moreover, in-depth research is
required such that the meaning of ambivalence regarding
motivation for teaching can be better defined. This article
reports findings from a 4-year longitudinal study on student–
teachers engaged in an initial teacher education programme.
Cases showing ambivalence regarding motivation for
teaching are identified. The article provides the meaning of
ambivalence and analyses the programme experience of
student–teachers who are ambivalent regarding teaching.
The findings inform us as to whether ambivalence changes at
the beginning, the end and/or during the teacher education
programme, and the factors affecting the perceptions of
ambivalence. The factors are concern about career prospects;
lack of confidence in their ability to fulfil the role of a teacher;
and influence from the social context. The analysis suggests
that ambivalence regarding motivation to teach needs to be
addressed beyond the initial teacher education programme
level. Implications for ways to build up student–teachers’
confidence and enhance their motivation for teaching are
discussed.