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1.
In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The
participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after
a semester-long project-based learning program. Both teachers and students were asked to indicate their motivation in the
program, and students were also asked to report the instructional support they received from their teachers. The results of
hierarchical linear modeling analyses showed that teacher intrinsic motivation predicted student intrinsic motivation directly
as well as indirectly through the mediation of instructional support. When teachers reported higher intrinsic motivation in
the program, their students tended to perceive receiving more support from them and to report higher intrinsic motivation
in the learning experience. 相似文献
2.
Hilary Thornton 《Compare》2006,36(2):181-196
Teacher collaboration and support given from one teacher to another, focused on improving teaching and learning in the classroom, are notable by their absence in secondary schools in Bangladesh. This article identifies a number of constraints to developing a collaborative culture including the difficulty of the curriculum, the perceived low ability of many students, the teachers' own educational background and contextual factors which influence teachers' motivation. It suggests that informal collaboration for mutual support has the potential to increase teacher motivation but that this will only be achieved through building more collaborative ways of working through formal programmes grounded in classroom observation. It questions the validity for Bangladesh teachers of the model of teacher development programmes focused on teacher collaboration which emphasise teaching the ‘perfect’ lesson and suggests that without attention to student learning such programmes are unlikely to lead to increased collaboration or improved teacher practice in schools. 相似文献
3.
Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
4.
This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n?=?201) was carried out for each of the survey assessments. Significance testing for Chinese (n?=?107) and US (n?=?94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n?=?19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards. 相似文献
5.
Patricia L. Hardré Su‐Hua Huang Ching‐Huei Chen Chen‐Ting Chiang Fen‐Lan Jen Leslie Warden 《Asia-Pacific Journal of Teacher Education》2006,34(2):199-221
This study investigated the relationships between teachers' self‐reported classroom goal structures, instructional self‐perceptions, teaching efficacy, and perceptions of students' motivation in a developing East Asian nation. This study's participants were 404 teachers, across subject areas, in 14 high schools in an East Asian nation. Similar studies have been conducted in western nations, but these cannot be generalised to the East Asian cultural context without direct research. The following teacher perceptions correlated strongly with perceptions of student motivation: learning goal orientations; student ability; instrumentality of instruction; and high teaching self‐efficacy. Among these related factors, learning goals and ability emerged as the strongest predictors of perceived student motivation. Teachers interviewed reported that their students' motivation is primarily extrinsic and performance‐oriented, influenced by external factors, predominantly exam pressure and social expectations. These findings have important implications for teacher education and practice, and for school policy and educational reform. 相似文献
6.
7.
Ridwan Maulana Marie-Christine Opdenakker Perry den Brok Roel Bosker 《Asia Pacific Journal of Education》2011,31(1):33-49
This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics and EFL) classes from 11 public schools in Indonesia. The results show that a variety of interpersonal profiles could be distinguished, that teachers perceive themselves more favourably than their students do, and that students' perceptions of teacher interpersonal behaviour and their learning motivation are associated. Influence and Proximity were found to be important determinants of student motivation; both dimensions are related to a more autonomous motivation, while Influence is also associated with a more controlled motivation. Contrary to the existing knowledge base, this study reveals that the relationship between teacher interpersonal behaviour and student motivation is more strongly connected to Influence than to Proximity. 相似文献
8.
Patricia L. Hardré Kendrick A. Davis David W. Sullivan 《Educational Research and Evaluation》2013,19(2):155-179
In the field of educational psychology, there is diverse and active research in motivation for learning and achievement. Many instruments exist for assessing students' motivation, primarily as self-report. Fewer instruments are available for assessing teachers' perceptions of their students' motivation, and fewer still for assessing teachers' perceptions of reasons for students' lack of motivation. Teachers' intervention strategies for motivation are linked to their causal perceptions. Therefore, it is important to assess those causal perceptions. In this paper, we offer evidence for the Perceptions of Student Motivation questionnaire, a new measure that offers evidence of validity and reliability for this purpose among high school teachers. It offers potential to increase efficiency and clarity of findings regarding teachers' perceptions of students' motivation. 相似文献
9.
The roles and development needs of teachers to promote creativity: A systematic review of literature
A systematic review of 210 educational research, policy and professional literature between 2005–2011 identified only 17 publications that met the inclusion criteria and contained findings relating to teachers' roles in promoting creativity, and 18 on how teachers can be supported for this. The evidence suggests that teacher skills, attitudes, willingness to act as role model, awareness of learners' need, flexible lesson structure, particular types of classroom interaction are important for teaching for creativity. Review highlighted importance of school culture in supporting or impeding creativity, need to elicit teachers' conceptions of creativity, teachers developing their own creativity;, working co-constructively with a mentor, and the importance of action research and reflection. 相似文献
10.
This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher–class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation. 相似文献
11.
钟帅 《上海教育评估研究》2016,5(5):35-40
通过对淮安市两所规模较大的民办中学教师的专业发展意识现状的调查,发现了以下几个问题：大多数民办中学教师当教师的动机不纯正;教师工作满意度与所教学科密切;担任班主任的教师比没有担任班主任的专业技能好;民办中学教师参与校外培训进修活动时间少;民办中学教师专业发展自我感觉良好,多数教师选择维持现状。在此基础上提出了可行性建议。 相似文献
12.
This study examined how teacher agency shaped professional learning in cross-cultural teaching contexts. Interviews with 14 Chinese language teachers showed that teacher agency varied in different dimensions of professional learning. Social suggestions, power relations, teachers' professional and social positioning and the imposed identity and social roles in the school contexts interacted to shape teacher agency. The findings suggest both creating school cultures and structures that value and share diverse discursive and pedagogical practices and managing teachers' professional identity and self-positioning to enhance teachers' agency to engage in mutual learning and remaking of their work practices. 相似文献
13.
Margus Pedaste li Leijen Katrin Poom‐Valickis Eve Eisenschmidt 《European Journal of Education》2019,54(3):389-399
In the modern world, teachers are expected to be ‘learning professionals’ who constantly expand their knowledge and skills and share both practical and theoretical insights in a community of colleagues. Teacher professional competence‐based standards could be an instrument to support teachers' professional learning if they are integrated with broader assessment and evaluation frameworks and if their evaluation, professional development and career advancement are in line with the standards. In Estonia, teacher professional standards were first developed in 2005. Currently, they support initial teacher education, the evaluation of teacher competences and the design of continuous professional learning. They also allow teachers to progress to the senior teacher and master teacher qualification level. According to our findings, the standards are successfully used to design pre‐service education and award certificates at the end of the studies. However, they do not support building the teachers' career ladder and only in some schools do they support planning of professional learning. In this article, we give an overview of the changes in the professional standards of teachers in Estonia and analyse why they have not found the desired degree of use in teachers' career advancement and professional development in the school context and why they have not had a significant effect on teacher status in society. 相似文献
14.
In the present study, we consider teachers' self-efficacy as indicator for teacher motivation on the teacher level and at the school-level. We examine the interplay of teachers' individual self-efficacy (subscales classroom management and instruction) with school-level efficacy and more-external school characteristics (collaboration, instructional leadership, and participation) when predicting teachers' self-reported cognitive activation and classroom management. Austrian TALIS 2018 data from 4255 teachers at 246 schools were analyzed. Multilevel analyses revealed relationships between teachers' self-efficacy and self-reported cognitive activation and classroom management both, at the teacher and school levels. For self-reported cognitive activation, no significant context effect or cross-level interaction was found. Classroom management differed depending on whether a teacher was situated in a low- or a high-efficacy school (context effect). Also, teacher collaboration moderated the association of teachers’ self-efficacy and their self-reported classroom management (cross-level interaction). The findings indicate the importance of addressing the school context when investigating teacher self-efficacy. 相似文献
15.
Wilfried Admiraal Joke Kruiter Ditte Lockhorst Wouter Schenke Henk Sligte Ben Smit 《Studies in Continuing Education》2016,38(3):281-298
It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning. 相似文献
16.
Investigating teachers' educational beliefs in Chinese primary schools: socioeconomic and geographical perspectives 总被引：1，自引：1，他引：0
Guoyuan Sang Martin Valcke Johan van Braak Jo Tondeur 《Asia-Pacific Journal of Teacher Education》2009,37(4):363-377
This empirical study explores the nature of and profiles in primary teachers' educational beliefs in the Chinese educational settings. A survey of 820 primary school teachers was conducted using a questionnaire focusing on teachers' traditional and constructivist beliefs about teaching and learning. Analysis of variance and cluster analysis were applied. Results show that gender and subject domain affect traditional educational beliefs. Significant differences appear considering economic and geographical context variables. Cluster analysis helps to delineate four teacher belief profiles: a constructivist profile, a mixed constructivist/traditional profile, a traditional profile, and a mixed low constructivist/traditional profile. Inter-relation between teacher belief profiles and school categories are discussed. 相似文献
17.
Min Liu Yujung Ko Amanda Willmann Cynda Fickert 《Journal of Research on Technology in Education》2018,50(1):48-69
This study examined 342 teachers' views of professional development (PD) provided by a large school district to support its iPad initiative. We were interested in investigating teachers' perceptions of this district-provided PD, any change in teachers' views, and how they used iPads in their instruction while/after receiving PD. The findings, using a mixed-methods design, showed although teachers held overall positive views regarding PD, their perceptions did not change over the 1-year implementation. Rather, certain teacher characteristics such as teachers' beliefs, technology self-efficacy, and school levels influenced their views. This study also provided an in-depth analysis of teachers' use of iPad to support their instruction. Findings revealed teachers used the iPad for a variety of purposes. From mid-year to end-year, there was a decrease in using iPads for class management and basic uses, but an increase in using the iPad to create instructional materials by the teachers and creating artifacts by their students. Such findings suggested a connection between the PD teachers received and their practices, indicating a shift to more interactive uses during the second half of the year. The findings highlighted the importance of providing situated PD and considering teacher characteristics when designing PD. (Keywords: professional development, mobile teaching and learning, iPad use, K–12 education, large suburban schools, technology integration) 相似文献
18.
Empowerment is defined and measured in terms of teachers' power to participate in decision-making about teaching and learning conditions. Job satisfaction refers to the level of teacher satisfaction by matters related to these conditions: student achievement, decision-making ability, self-growth, and so on. This research considers the relationship between job satisfaction and teacher empowerment, which includes dimensions of job satisfaction that contribute to teacher empowerment. In particular, it examines the levels of teacher satisfaction in four dimensions (professional growth, decision-making, promotion, and status) and their contribution to the sense of teacher empowerment among Cypriot teachers. The results support the importance of job satisfaction in the construction of teacher empowerment. Specifically, (1) teachers' level of job satisfaction varies depending on the dimension of school life that is focused; (2) teachers' job satisfaction is related to teacher empowerment. 相似文献
19.
The importance of students' learning to learn competence for academic achievement, as well as their well-being at school and in life, is increasingly emphasised by educators and policy makers in national curricula and educational strategies. In an uncertain and complex world, learners need to become autonomous, be able to analyse challenges and apply knowledge in different contexts, address complex tasks, and create new knowledge. This article explores concepts and approaches to the development of students' learning to learn competence in the context of education in Estonia. First, the conceptualisation, model and dimensions of learning to learn competence are described and related challenges for teachers are analysed. Second, an overview of Estonian teachers' current practices, beliefs, knowledge, skills and occupational standards relevant to students' learning to learn competence is provided. We discuss how Estonian teacher education policy may enhance or inhibit the work of teachers when supporting students to develop learning to learn competence. Future directions for teacher educators and how to prepare teachers to support the development of students' learning to learn competence are suggested. 相似文献
20.
Students’ educational motivation is significant for performance and achieving learning, but little is known about what fuels such motivation. Educational motivation is regarded as the drive and inner state that energise educational activities, facilitate learning and channel behaviour towards achieving educational goals. Educational motivation paves the way for students to learn and acquire the knowledge that is essential for successful study outcomes. This article aims to explore what determines students’ educational motivation. Building on the self-determination theory, we modelled the influence of teachers’ leadership and students’ self-efficacy on students’ educational motivation. We used survey data from a sample of upper secondary school students in Sweden; we received a total of 993 answers, equal to a response rate of 74%. The results show that students’ self-efficacy and teacher leadership are of extreme importance for students’ educational motivation, and that highly efficacious students lose most educational motivation when the teacher’s leadership is poor. The results thus support the importance of teachers’ leadership for encouraging student learning. 相似文献