Search results for: Teacher motivation
Page 4/5 43 items
Investigating Pre-service Teacher Motivation across Cultures Using the Teachers’ Ten Statements Test
This article describes a study which examined pre-service teachers' motivations for choosing teaching as a career across cultures. The participants were 200 pre-service teachers from Canada and Oman. The study highlights the importance of attending to cultural factors in building an understanding of motivations for teaching
Updated: Dec. 21, 2011
Elementary School Teachers’ Motivation toward Web-based Professional Development, and the Relationship with Internet Self-efficacy and Belief about Web-based Learning
The purpose of this study was to explore the relationships between teachers’ motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. This study indicates that the teachers’ Internet self-efficacy and behavioral beliefs about web-based learning are significant predictors for their motivation toward web-based professional development.
Updated: Dec. 06, 2011
The current study examines motivational factors of teachers who have achieved a national standard of professionalization. The participants were 453 National Board certified teachers in the United States. Five motivators were found: improved teaching, financial gain, collaboration, self and external validation.
Updated: Dec. 06, 2011
Teacher Learning from Analysis of Videotaped Classroom Situations: Does It Make a Difference whether Teachers Observe their own Teaching or that of Others?
The current study uses an experimental approach to investigate effects that analyzing videos of one’s own versus others’ teaching and experience with video has on teacher learning. The study particularly focuses on the influences of these videos analysis on knowledge activation and professional vision.
Updated: Nov. 17, 2011
This exploratory study explored the relationship between career considerations and professional learning. In particular, using an achievement goal framework, this study investigated the relationship between teachers’ career goals and the use of learning strategies, regulatory strategies, learning interest and future learning intention. The participants were 275 practicing teachers enrolled in a compulsory course within the Bachelor of Primary Education programme offered by a university in Hong Kong.
Updated: Aug. 23, 2011
Factors Influencing Teaching Choice, Professional Plans about Teaching, and Future Time Perspective: A Mediational Analysis
The purpose of this study was to examine the mediating role of prospective English teachers’ future time perspectives in relation to their motivations for teaching, beliefs about the profession, career choice satisfaction, and professional plans.
Updated: Apr. 04, 2011
This paper describes a research into teacher networks that might be more successful vehicles for professional development of teachers. The results show that networks that focus on (self-) reflection, that stimulate enthusiasm and are instructive, that build a community of teachers and that make room for application of new materials/methods in the classroom, are the most promising ways for professional development and job motivation.
Updated: Aug. 24, 2010
It is critical that both teacher educators and supervising teachers provide strategies to strengthen pre-service teachers' beliefs and maintain their motivation. In this article, a strength-based mentoring model in teacher education is presented. Furthermore, measures and strategies developed from different strength-based theories are applied to the six elements of this model.
Updated: Dec. 07, 2009
Drawing upon a range of research, this article seeks to explore how and why teachers in the third and fourth decades of their professional lives sustain or do not sustain their beliefs and sense of commitment to teaching at its best. The authors address the challenges regarding veteran teachers' commitment and resilience by illustrating the stories of two teachers.The illustrations of two veteran teachers provide three important messages for researchers, school leaders and policy-makers interested in understanding teachers' work, lives and effectiveness and raising and maintaining standards.
Updated: Dec. 02, 2009
Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?
The main purpose of this article was to explore which characteristics of a reciprocal peer coaching program stimulated or inhibited the professional learning of 28 experienced teachers (14 coaching dyads). A mixed-method approach was adopted combining quantitative and qualitative data. It was found that teachers learn when they are intrinsically motivated to take part in professional development programs; when they feel a certain pressure toward experimenting with new instructional methods; and when they are able to discuss their experiences within a safe, constructive, and trustworthy environment.
Updated: Sep. 21, 2009