Search results for: Mansfield Caroline F.
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Impact of Structured Group Activities on Pre-service Teachers’ Beliefs about Classroom Motivation: An Exploratory Study
The purpose of this study was to examine the value of providing pre-service teachers with opportunities to examine, justify and challenge their beliefs about classroom motivation in interaction with peers. Results showed participation in this study influenced pre-service teacher beliefs. Specifically, participants’ beliefs about classroom motivation shifted from a sole emphasis on individual cognitions to acknowledging also the importance of educational practices. The major change over time, however, was the consolidation of pre-service teachers’ motivational beliefs.
Updated: Jun. 08, 2016
The current article examines the developing beliefs about classroom motivation of preservice teachers. The findings emphasize several issues: the importance of filtering prior beliefs, alignment and conflict of ideas, significance of self-motivating factors and power of emotions in developing beliefs about classroom motivation.
Updated: Apr. 04, 2011