International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Self determination
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8 items
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Emotions are significant in the process of becoming a teacher, especially during the teaching practicum.
While studies have repeatedly shown that pupils impact the emotional experiences of student teachers, little is known about student teacher emotions that are triggered by social interactions with their mentor teacher and their team partner.
This is the focus of the present research.
The following questions are investigated:
(1) which emotions are experienced in social interaction situations in the practicum,
(2) which factors trigger these emotions, and
(3) based on self-determination theory, how the evoked emotions are linked to the fulfilment of basic psychological needs.
In order to explore these research questions, semi-structured qualitative interviews with 27 Swiss student teachers were conducted.
Thematic qualitative text analysis shows that in different interaction situations, such as successful teaching-related cooperation, support, positive feedback, and goodwill of the mentor teacher, positive emotions are triggered, which are strongly connected to need fulfilment.
On the contrary, situations of failed communication, negative feedback, and lack of support are related to need threat and evoke negative emotions. This study shows the importance of emotions in interaction situations during practica and the need to focus more strongly on emotional dimensions of becoming a teacher in teacher education.
Published: 2021
Updated: Mar. 31, 2022
2
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.
Published: 2017
Updated: Apr. 26, 2017
3
The purpose of this study was to develop a training for physical education (PE) teachers on how to create a need-supportive learning environment. This article described how researchers and experienced secondary school PE teachers closely collaborated to develop a continuous professional development (CPD) training grounded in Self-Determination Theory’s principles of need-supportive teaching. The findings suggest that teachers highly valued opportunities for active participation, collaboration and experiential learning. In addition, the PE teachers highly appreciated the theoretical background information to be able to understand and follow the rest of the training.
Published: 2013
Updated: Jan. 01, 2017
4
The authors investigated pre-service teachers’ experience, motivation, passion, effort, and perspectives in playing exergames in the classroom. Findings indicated that most pre-service teachers had little prior experience in exergames. However, they enjoyed playing exergames in the classroom and considered it beneficial to incorporate exergames in teaching. They also raised concerns, challenges, and the need for resources to effectively incorporate exergames in teaching.
Published: 2011
Updated: Jul. 23, 2013
5
This article examines the ways to implement citizenship education in educational settings for individuals with cognitive disabilities. For their successful integration into society as contributing citizens, individuals with cognitive disabilities need self-determination skills such as autonomy, making choices, and self-regulation to be infused throughout their curriculum, and they should begin learning such skills as early as possible.
Published: 2010
Updated: Jan. 25, 2012
6
This paper considers how the PICS decisions impact notions of educational equity and self-determination for African Americans. The author recommends that despite the PICS decision, school administrators and policy makers continue to consider how race impacts school assignment to ensure that public schools are democratic institutions that are racially and educationally equitable.
Published: 2011
Updated: Oct. 24, 2011
7
The authors examine teachers' perceptions regarding students' knowledge and understanding of their learning disability. Therefore, a mix-method survey was developed to answer the following questions: (a) What are teachers' perceptions regarding students' knowledge and understanding of their learning disability? (b) What do teachers tell students about their identified learning disability? (c) What do teachers do (specific activities, lessons, discussions) to help students understand their disability and how the disability affects their academic, social, and emotional lives?
Published: 2009
Updated: Jun. 29, 2009
8
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.
Published: 2009
Updated: Jan. 15, 2009