Search results for: Motivation
Page 2/4 37 items
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
Baccalaureate Expectations of Community College Students: Socio-Demographic, Motivational, and Contextual Influences
This research investigates socio-demographic, motivational, and postsecondary contextual factors underlying community college students’ baccalaureate expectations. Results indicate that community college students‘ baccalaureate expectations two years after high school were directly and positively influenced by their initial baccalaureate expectations during the high school senior year and their academic integration during the first year of college. However, college students‘ baccalaureate expectations were negatively associated with the number of subjects for remedial work they received.
Updated: Mar. 24, 2013
In this article, the author explores the tension between the promises and perils associated with digital media in the context of one college student’s daily experiences. Using the qualitative method of portraiture, the author examined how one college student uses digital media in her everyday life; her motivations and goals for using various media; and the opportunities and drawbacks she perceives in her daily media use.
Updated: Oct. 27, 2011
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
Is The Motivation to Become A Teacher Related to Pre-service Teachers’ Intentions to Remain in The Profession?
The purpose of this study was to examine the concept of motivation to become a teacher. The authors focused on the distinction between adaptive motives and maladaptive motives. The authors also examined the relationships with teacher self-efficacy, the quality of the teacher training program, and the intention to remain in the profession. Pre-service teachers from university-based teacher training institutes at the Netherlands participated in the study. The results indicate the importance of intrinsic motives to become a teacher.
Updated: Aug. 01, 2010