Search results for: Motivation
Page 3/4 35 items
Capacity = Expertise x Motivation x Opportunities: Factors in Capacity Building in Teacher Education in England
This article offers an initial account of the Teacher Education Research Network (TERN) designed to test a 'social practices' model for building an educational research infrastructure across England. Setting the initiative within the regional context of teacher education in the North West of England, the article describes elements of the project.
Updated: Nov. 10, 2009
Cutting Your Losses: Could Best-Practice Pedagogy Involve Acknowledging that Even Robust Hope May Be Vain?
'Robust hope' was recently championed as fundamental to achieving educational utopias. Hope feels good and has utility in some circumstances. However, in other situations different motivations - positive (e.g. curiosity) or negative (e.g. frustration) - may offer greater pedagogical value. Robust hope may lead to: (1) failure; (2) an exacerbation of existing judgement biases; and (3) emotional reasoning. Hence, best-practice principles require that the net pedagogical impact of robust hope be assessed.
Updated: Oct. 21, 2009
The need for capacity-building in teacher education in the UK has been raised as a serious issue by a number of commentators. This paper provides an analytical account of an initiative conducted by the Teacher Education Group (TEG) to build research capacity in teacher education. With reference to a review of the national contexts for research in the UK and research on teacher educators, the article argues that, in order to build research capacity initiatives we need to provide motivation and new types of networking opportunities for researchers, as well as developing their expertise.
Updated: Oct. 18, 2009
The purpose of this study is to identify the predicting factors that distinguish teacher education graduates with a low level from those with a high level of teaching commitment. The results suggest that graduates with a low level of teaching commitment can be reliably distinguished from graduates with a high level of commitment by the personality factor ‘conscientiousness’, the type of teacher training, their initial motivation for teaching, their views of their teacher education (in terms of preparation for teaching, faculty support and mentor support) and their teacher efficacy.
Updated: Mar. 09, 2009
A mixed methods approach was used to investigate secondary teachers’ motivation beliefs in Canada and Singapore. The results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada. The results from Study 2 revealed that the range of the social problems was greater in Canada than in Singapore.
Updated: Jan. 28, 2009
Teacher Perceptions and Individual Differences: How They Influence Rural Teachers’ Motivating Strategies
This study examined the influence of high school teachers’ perceptions and individual difference characteristics on teachers’ use of motivating strategies in their classrooms. Participants were 75 teachers in 19 rural, public high schools. Peer-related environment stood out among teacher perceptions predicting student motivation. Teacher support and efficacy predicted motivating strategies, but teacher perceptions of student goals and causes of lack of motivation did not. Teachers admit that they lack knowledge and efficacy for motivating students.
Updated: Jan. 19, 2009
Applying Self-Determination Theory To Understand The Motivation For Becoming A Physical Education Teacher
This study explored the reasons people choose physical education teaching as a profession and investigated the relationship of these choices with motivation. 324 Physical education pre-service teachers completed the Academic Motivation Scale (AMS) and a measure of reasons for choosing physical education teaching. Confident interpersonal service reasons were linked with intrinsic motivation; whereas sport and physical activity reasons were related to extrinsic motivation. Enrolling because teaching seemed easy was linked with amotivation.
Updated: Jan. 15, 2009
The Interaction of Pedagogical Approach, Gender, Self-Regulation, and Goal Orientation Using Student Response System Technology
This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics of students.A main effect was found for self-regulation level and achievement, as well as for goal orientation and class reparation/attendance.
Updated: Dec. 29, 2008
Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) and intrinsic (e.g., choice) sources of influence. The observation of Grades 3–5 classrooms engaged in Comprehensive School Reform (CSR), however, unexpectedly indicated that opportunities for both rewards and choice were scarce. This study sought to better understand what might influence student motivation in these settings.The central theme to emerge from the participant observation study was the key role of opportunity in students’ learning motivation and motivation to learn.
Updated: Dec. 22, 2008
Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) or intrinsic (e.g., personal choice) sources of influence, with scant attention to sociocultural context. This article builds on a previous article in this special issue which suggested that students differentiate the social (school, teacher, classmates) from the academic (math, reading) domains of school. This article explores individual differences in students’ global understandings of, and dispositions toward, school.
Updated: Dec. 22, 2008