Search results for: Self determination
Page 1/1 7 items
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
Development and Evaluation of a Training on Need-Supportive Teaching in Physical Education: Qualitative and Quantitative Findings
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.
Updated: Jan. 01, 2017
Playing Exergames in the Classroom: Pre-service Teachers’ Motivation, Passion, Effort, and Perspectives
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.
Updated: Jul. 23, 2013
Citizenship and Self-Determination for Individuals With Cognitive Disabilities: The Interdependence of Social Studies and Special Education
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.
Updated: Jan. 25, 2012
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.
Updated: Oct. 24, 2011
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?
Updated: Jun. 29, 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