摘要：In this paper, I report on a qualitative research study in progress, carried out with two English teachers, working in elementary education in a public school in Minas Gerais.I sought to investigate the motivation of these teachers, in light of self-theories (MARKUS; NURIUS, 1986; HIGGINS, 1987).Data collection methods include a questionnaire, an interview, classroom notes and video-stimulated recall sessions.Results show the important role played by positive and negative self-beliefs (whether actual or future) in teachers’ motivational flux.I conclude the article by emphasizing the need for encouraging the reflection on self-beliefs and affective factors that could impact on action and the sharing of experience in teacher education and in continuing education programs in order to engender a positive motivational cycle in schools.
关键词：teacher motivation; self-beliefs; English teaching; teacher education
