Dianchonair Fhéideartha an Inspreagtha in Oideachas Múinteoirí an Tumoideachais

Motivation is essential for attaining language proficiency and achieving long-term language teaching and learning goals. This paper explores the concept of Directed Motivational Current (DMC), a relatively novel idea in motivation studies in Second Language Aquisition (SLA) and particularly recent in the context of Irish language learning and Irish-medium education. DMC represents a powerful type of motivation and has been empirically reported in the unique experiences of participants of Irish language teacher education programmes, although this area remains underexplored. The paper reports on the development, characteristics and theoretical framework of DMCs in SLA, while acknowledging existing gaps in research. Through a mixed methods approach, this study examines the presence of DMCs in the lived experiences of both pre-service and in-service teachers undergoing initial teacher education and ongoing professional development in teacher education through the medium of Irish as part of the implementation of the ‘Policy on Gaeltacht Education 2017-2022’. The findings suggest the significance of a motivational framework tailored to Irish language learning within teacher education programs, as it directly influences classroom practice and student outcomes. The authors argue for the potential of the DMC framework to ignite robust motivational pathways within teacher education, thus fostering sustainable language learning practices and positively impacting student achievement in schools.