This longitudinal multiple case study explores the development of seven Chilean novice teachers’ beliefs and experiences regarding learner motivation for studying English as a foreign language. Questionnaire and interview data were collected over two years during the transitional phase between pre-service and in-service teaching. Various forms of individual, relational, and collective agency regarding learner motivation in educational settings could be traced. The results capture the complexity of different interacting factors influencing learner motivation, including teacher cognitions, school environments, and learner contributions in building motivation. Possibilities and limitations of individual novice teacher agency regarding learner motivation are discussed, and a proposal is made to work out collaborative schemes in which motivation is supported at a whole-school community level.

这个纵向多案例研究探讨了七位智利新手教师在学习英语作为外语的学习动机方面的信念和经验的发展。在职前和在职教学之间的过渡阶段，问卷和访谈数据收集了两年多的时间。可以追溯到教育环境中关于学习者动机的各种形式的个人、关系和集体代理。结果捕捉了影响学习者动机的不同相互作用因素的复杂性，包括教师认知、学校环境和学习者在建立动机方面的贡献。讨论了个别新手教师机构在学习者动机方面的可能性和局限性，