Search results for: Motivation
Page 1/4 31 items
This study aimed to investigate the motivating factors for choosing the teaching profession by nontraditional, post-baccalaureate candidates who had returned to higher education to pursue an initial teaching license. The authors found that participants noted intrinsically motivated factors and more pragmatic motivators. The authors categorized the intrinsic motivators as noble causes, which included the opportunity to share their love for learning or to make a difference in society or students’ lives. The pragmatic motivators included the need for a career change or the perceived benefits of the teaching career.
Updated: Jul. 18, 2018
This article aimed to examine the factors that influenced the decision for three researchers to make the move from primary teaching to higher education. The authors identified three common, key themes leading to the participants’ career change: exploration and reinvention, key figures and lifelong learners. The results suggest that the participants felt a sufficient degree of competence to pursue a career as a teacher educator within higher education and so made the decision to apply for a position.
Updated: May. 22, 2018
The ABC of Motivation in Teacher Education: Supporting Psychological Needs and Developing Autonomous Motivation for Teaching among Pre-service Teachers
This article points the need to address the issue of pre-service teachers’ motivation from their first year of study. It is important to preserve the positive autonomous motivation to engage in the teaching profession, but also to create the conditions to facilitate internalization processes of the teaching profession, so that the extrinsic motivations typifying some pre-service teachers become autonomous. Self-Determination Theory (SDT) and its educational implications can serve as a platform to lead such processes in teacher education institutions. According to SDT, people have three innate and universal psychological needs, i.e., Autonomy, Belongingness and Competence, which are the ABC of quality motivation. Fulfillment of these needs contributes to students’ optimal development, functioning, and wellbeing.
Updated: Apr. 26, 2017
Motivational Support in Web 2.0 Learning Environments: A Regression Analysis Based on the Integrative Theory of Motivation, Volition and Performance
The purpose of this study was to better understand how Web 2.0 applications might impact learners’ motivation in higher education classrooms.The study explored college students’ motivational and outcome processing based on the theory of motivation, volition and performance. Based on 224 valid cases, the findings revealed that Web 2.0 applications might be effective in stimulating learners’ attention and supporting their confidence during the learning process. The findings further suggested that learners’ motivational processing could impact learners’ outcome processing that leads to continuous usage of Web 2.0 applications for learning.
Updated: Nov. 10, 2015
Motivation for Attending Higher Education From the Perspective of Early Care and Education Professionals
The purpose of this study was to explore the perceptions of early care and education professionals working in community-based child care and Head Start centers as to their educational goals; hindrances, motivations, and benefits to taking coursework/degree completion; and the impact of the early childhood coursework on his or her everyday work with children and families. The findings reveal that the majority of teachers in for profit and non-profit centers viewed the degree as a personal goal. The possibility therefore of increasing their future income and becoming more knowledgeable and marketable in their career was attractive to these teachers as motivators to go on for higher education. The directors, by contrast saw their coursework as enhancing their self-confidence and self-esteem, which in their opinion could make them a more effective director.
Updated: Oct. 07, 2015
Centrality of Enactive Experiences, Framing, and Motivation to Student Teachers’ Emerging Professional Identity
In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, the authors used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers. The findings are organized around a model that highlights the phenomenon of “negotiating who I am as a teacher”.
Updated: Aug. 16, 2015
EERA and its European Conferences on Educational Research: A Patchwork of Research on European Educational Research
In this article, the authors describe some small-scale research studies about the European Conferences on Educational Research (ECER) that have been carried out during the past ten years dealing with attendance motives and assessments of ECER.
Updated: May. 18, 2015
This article reexamines the data set of a longitudinal study of four novice EFL teachers’ motivation in the context of Japan. The article attempts to illuminate novice teachers’ changing motivation and self-concept as situated in the routines of their first teaching posts. A major finding of this study is the weakened effects of ideal selves as future self-guides. Another salient characteristic which was found about novice teachers’ motivation and self-concept was the power of reflexivity. The four novice teachers’ stories in the second stage showed that the responsibilities, constraints, pressure, and joy of the reality of secondary school teaching induced serious reflective thoughts in their minds.
Updated: Dec. 08, 2014
In this article, the author contrasts two motivation theories often used to guide thinking about teacher evaluation, in order to develop an overarching theory of how evaluation works. The external motivation theory relies on economics and extrinsic incentives, and the internal motivation uses psychology and intrinsic incentives. These theories and available evidence raise doubts about performance-based pay, but not the use of other extrinsic incentives.
Updated: Aug. 20, 2014
Diversity in Primary Teacher Education Gender Differences in Student Factors and Curriculum Perception
In this article, the authors are interested to know whether male and female students in the Netherland perceive the curriculum differently. The following research question was guided this study: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the differences in the dropout rate? The authors found gender differences in student factors as well as in the way male and female students perceive the curriculum. Concerning the student factors, males and females differ in professional motivation and expectations concerning the curriculum at the start of their training and after two-and-a-half years.
Updated: Feb. 19, 2014