Academic literature on the topic 'Teacher motivational beliefs'
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Journal articles on the topic "Teacher motivational beliefs"
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Thomson, Margareta M., Zarifa Zakaria, and Jean-Louis Berger. "Motivational Typologies among Teachers and Differences Within." International Journal on Studies in Education 5, no. 2 (March 21, 2023): 177–92. http://dx.doi.org/10.46328/ijonse.137.
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The current study investigated teaching typologies, more specifically, motivational profiles and differences among the identified typologies based on their instructional beliefs and teaching efficacy beliefs. Data was collected using surveys from preservice teachers in the United States (N=327) enrolled in a traditional teacher training program at a major university in the Southeast. Study results identified distinct teacher typologies based on their teaching motivations, and differences with respect to their instructional and efficacy beliefs. Study findings can help researchers and teacher education programs understand the complex interplay between teaching motivations, beliefs and cultural nuances related to these concepts. Study implications are further discussed in relation with findings.
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Thomas, Almut E. "Gender Differences in Students’ Physical Science Motivation." American Educational Research Journal 54, no. 1 (December 6, 2016): 35–58. http://dx.doi.org/10.3102/0002831216682223.
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Implicit stereotypes associating science with male might play a role in the development of gender differences in students’ motivations for physical science. Particularly, the stereotypes of influential adults may induce students’ regulatory foci and subsequently their motivational beliefs. Drawing on expectancy-value theory, this study investigated whether teachers’ implicit science-is-male stereotypes predict between-teacher variation in males’ and females’ motivational beliefs regarding physical science. Results showed that teachers’ implicit science-is-male stereotypes are positively related with males’ self-concept and intrinsic value but negatively associated with females’ motivational beliefs. The findings of this study corroborate the notion that teachers’ implicit stereotypes can contribute to gender differences in motivational beliefs and probably also to gendered educational choices.
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Kingir, Sevgi, Bilge Gok, and Ahmet Selman Bozkir. "EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS’ MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING." Journal of Baltic Science Education 19, no. 5 (October 15, 2020): 804–23. http://dx.doi.org/10.33225/jbse/20.19.804.
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Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers’ performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Participants included 480 preservice science teachers in their final semester of the teacher education program. Data were gathered using Demographic Questionnaire, Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire and Constructivist Learning Environment Scale. Findings of clustering analysis revealed gender as a discriminating factor between the obtained two natural groups. Preservice science teachers’ characteristics including background characteristics, motivational beliefs, strategy use and constructivist learning environment perceptions were grouped into two clusters, namely males and females. Moreover, the association rules mining analysis revealed strong relations among preservice science teachers’ motivational beliefs, learning strategy use, and constructivist learning environment perceptions. This research provided many important findings that can be useful for further decision-making strategies. Keywords: constructivist learning environment, data mining, learning strategies, motivational belief, pre-service science teacher
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Chen, Xiaosu, and Jutarat Vibulphol. "An Exploration of Motivational Strategies and Factors That Affect Strategies: A Case of Chinese EFL Teachers." International Education Studies 12, no. 11 (October 25, 2019): 47. http://dx.doi.org/10.5539/ies.v12n11p47.
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Based on Self-determination theory, learners’ motivation can be enhanced when the psychological needs—competence, autonomy, and relatedness—are satisfied (Ryan & Deci, 2017). In English as a second language classrooms, teachers can play an important role in this; however, their motivational strategies may be influenced by their beliefs and contextual factors (Hornstra, Mansfield, van der Veen, Peetsma, & Volman, 2015). In this case study, six EFL classrooms in a public school in Northwest China were observed over the period of five weeks. The teachers were interviewed after each observation and at the end of the observation period to explore the relationships among factors that may affect the teachers’ use of motivational strategies, namely teacher beliefs and pressure from “above” and from “below”. The data were analyzed qualitatively using the coding method. The findings revealed a discrepancy between teacher beliefs and motivational practices. All of the teachers regularly exercised controlling strategies regardless of their beliefs in the value of motivation. Nevertheless, relationships between motivational practices and contextual factors were found. These findings suggest the needs for effective teacher professional development on the use of motivational strategies to enhance intrinsic motivation.
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Yang, Xiaowan, and Mark Wyatt. "English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university." Studies in Second Language Learning and Teaching 11, no. 1 (March 29, 2021): 41–70. http://dx.doi.org/10.14746/ssllt.2021.11.1.3.
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While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.
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Thomson, Margareta M., and Jean-Louis Berger. "Comparative Perspectives on Motivations and Values Among Novice Teachers." IAFOR Journal of Psychology & the Behavioral Sciences 7, no. 1 (December 24, 2021): 51–65. http://dx.doi.org/10.22492/ijpbs.7.1.04.
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The current study aims at analyzing and comparing novice teachers’ motivations, values, and beliefs (N=810) from two different countries, namely the United States and Switzerland. Both groups, the US participants (n=327) and the Swiss participants (n=483) were enrolled in a teacher training program in their respective countries. Study results identified the main teaching motivations across all subsamples as related to participants’ personal values, social values, their teaching views, and instructional beliefs. Study results show that while motivational factors were similar at many levels between the two subsamples, their teaching views and their instructional beliefs were different and varied across participants from the two countries. Findings can help educators understanding the interplay between teaching motivations and beliefs as well as cultural nuances related to these concepts.
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Ekmekci, Adem, and Danya Marie Serrano. "The Impact of Teacher Quality on Student Motivation, Achievement, and Persistence in Science and Mathematics." Education Sciences 12, no. 10 (September 26, 2022): 649. http://dx.doi.org/10.3390/educsci12100649.
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Science, technology, engineering and mathematics (STEM) fields occupy a significant role in human prosperity and advancement. This study explores the factors affecting student STEM outcomes. Traditionally, the associations of students’ own motivational or cognitive inputs to their STEM career outcomes have been investigated before. Similarly, association of teacher quality to student achievement outcomes have been made before. This paper presents a novel approach by introducing teacher quality as the contextual factor within the social cognitive career theoretical (SCCT) model using a comprehensive and robust model for teacher quality including teachers’ motivation, qualifications, and self-reported practices. This study examines the extent to which high school students’ mathematics and science teachers’ beliefs, professional background, and instructional practices relate to students’ motivation, achievement, and future career plans in STEM using a nationally representative, large dataset: High School Longitudinal Study 2009. The results indicate that science and mathematics teachers’ professional background, motivational beliefs, and self-reported instructional practices have significant impact on students’ motivation, persistence, and achievement outcomes in science and mathematics. No direct impact of teacher factors on STEM career plans are found; however, students motivational and achievement outcomes (impacted by teacher factors) do have significant impact on students’ career plans in STEM.
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Muwonge, Charles Magoba, Ulrich Schiefele, Joseph Ssenyonga, and Henry Kibedi. "Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students." South African Journal of Psychology 49, no. 1 (May 18, 2018): 122–35. http://dx.doi.org/10.1177/0081246318775547.
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Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.
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Gomez-Nocetti, Viviana De Lourdes. "¿Qué creencias sostienen estudiantes de pedagogía, profesorado en servicio y personal académico formador de docentes, en Chile, sobre la pobreza?" Revista Electrónica Educare 21, no. 1 (December 6, 2016): 1. http://dx.doi.org/10.15359/ree.21-1.17.
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The systematic failure of low socioeconomic levelchildren at school is a shared concern. What is the role of teachers and other involved individuals’ beliefs in maintaining this failure? This research answers the question: Are there differences in the beliefs between student teachers, in-service teachers, and Chilean teacher educators about the teaching and learning of literacy, and early math in the context of poverty? A questionnaire with two open questions and two Likert scales were applied to 265 student teachers, 66 in-service teachers and 25 teacher educators. With qualitative data, some descriptions were organized as “visions”; and with quantitative data, conglomerates and ANOVA were analyzed, based on Z scores. The results show: 1) negative view on school, children, and vulnerable families, 2) good teacher vision centered in affective-motivational features, 3) negative view on the family context shared to the whole sample, 4) over 70% had an intermediate vision on literacy beliefs and 50% on initial mathematics beliefs, 6) complex vision was the less present, 7) in-service teachers had the most stereotypical views regarding vulnerable schools, 8) only between 10% and 30% of teacher educators had complex beliefs. These results inform teacher education institutions about the beliefs and actors to whom their strategies for change should target.
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Alanezi, Ebrahim. "Why Choose Electrical Subjects? Profiling and Analyzing Motivations of Kuwaiti Pre-Service Teachers." International Education Studies 15, no. 1 (January 17, 2022): 32. http://dx.doi.org/10.5539/ies.v15n1p32.
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The aim of this study was to determine factors that influence Kuwaiti pre-service teachers’ choice of Practical Electrical Subjects by profiling and analysing their motivations. Unlike previous studies that focused on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations, this study uses the interpretive lens of Expectancy Value Theory which forms the foundation for the Factors Influencing Teacher Choice model to analyse and describe factors that influence the pre-service teachers’ career choice decisions. One hundred fifty-six pre-service teachers enrolled in a teacher education programme completed the Factors Influencing Teacher Choice survey on which they rated 25 motivational factors. T-tests and One-way ANOVA were used to examine differences based on gender and year of study. Self-efficacy beliefs, social utility value, time for family, job security and prior teaching and learning experiences were important career choice determinants. Fall back career was the least important motivational factor. Gender was found to significantly influence their career choice while year of study did not significantly influence their decision. In general, female pre-service teachers appeared to be more motivated to choose teaching electricity as a practical subject than males. The pre-service teachers’ year of the study showed significant variations only regarding social utility values and fallback career. The results of this study would contribute to existing literature on factors influencing pre-service teachers to choose a teaching career that involves vocational or practical subjects’ teachers. Some theoretical and practical implications are drawn for pre-service teacher education.
Dissertations / Theses on the topic "Teacher motivational beliefs"
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Duan, Xuejing. "The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96213.
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The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement. The study also examined the indirect influences of these contextual social support factors on students' achievement through their math motivation in math courses. The first follow-up year data of High School Longitudinal Study of 2012 (HSLS: 09) was used for this study. Structural equation modeling (SEM) served as the main statistical technique to examine the relationships among variables. The results of this study showed three sets of important findings. The first set showed that students' perception of teacher support and peer influence were significantly and directly related to students' math achievement, with the relationship between peer influence and math achievement being positive and the relationship between perceived teacher support and math achievement being negative. Controlling for other variables in the model, parental involvement was not significantly related to student math achievement. The second set of findings demonstrated that math motivation indeed plays a significant role in mediating the relationships of social support (from teachers and peers, but not from parental involvement) and student math achievement in high school. The third set of findings indicated that both family SES and prior math achievement influenced student social support and math achievement. Furthermore, two main deviations were found between White/Asian and African-American/Hispanic student models. Perceived teacher support negatively and significantly influenced White/Asian students' math achievement, but it had no significant influence on African-American/Hispanic students. In addition, math motivation had a stronger influence on the math achievement for White/Asian students than African-American/Hispanic students. The present study makes significant theoretical and practical contributions to the body of knowledge on the role of parental involvement, perceived teacher support, and peer influence on math achievement at the high school level using nationally representative data.PHD
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Vriesema, Christine Calderon, and Christine Calderon Vriesema. "How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624491.
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This dissertation examined different facets of teacher turnover in Southern Arizona by using literature from education, educational psychology, and industrial and organizational psychology. The purpose of synthesizing across research domains was to obtain a more nuanced understanding of the phenomenon. Motivation for the study reflected the teacher shortages faced on a national (Sutcher, Darling-Hammond, & Carver-Thomas, 2016) and regional level (Educator Retention and Recruitment Task Force, 2015). In order to identify potential strategies for increasing teacher retention, the dissertation project pursued three studies on this topic.
Study 1 utilized data from the Schools and Staffing Survey project. Participants were matched across the 2011-2012 Teacher Questionnaire and 2012-2013 Teacher Follow-Up Survey (TFS) in order to determine whether teachers' beliefs at Time 1 varied by their occupational status at Time 2 (i.e., stayer, leaver, or mover). The study also asked whether teachers' beliefs and attitudes predicted the odds of being a stayer, mover, or leaver at Time 2. Exploratory factor analyses, analyses of variance, and logistic regressions were utilized. Results indicated that there were no differences between teacher groups; and, none of the variables predicted TFS status.
Study 2 specifically examined whether teachers differentiated between organizational (school) and occupational (profession) beliefs, particularly in regards to turnover intentions. The study also examined whether specific variables differentially predicted organizational and occupational turnover intentions. The purpose was to identify specific areas that increased both types of retention. Analyses relied on confirmatory factor analyses, analyses of variance, and structural equation modeling. Results indicated that teachers’ beliefs were empirically distinct and that each type of turnover consisted of unique predictors.
Study 3 emphasized perceived school goal structure, or school-level goals for teachers, teacher learning, and performance. Mastery school goal structure generally reflected goals for teacher development whereas performance goal structure reflected testing and high performance goals. Both school goal structures were examined in relation to teachers’ occupational turnover intentions, emotion, and coping. Exploratory factor analyses, correlation analyses, and hierarchical linear regression analyses were used in the study. Results indicated that there were two performance school goal structures rather than one anticipated structure: one that emphasized testing and another that emphasized social comparison for teachers. Perceived mastery school goal structure related to lower intentions to leave the profession and more productive coping. Perceived performance-testing school goal structure generally related to more negative affect and ineffective coping; neither performance goal structure related to turnover intentions.
Overall, the three studies inform the literature regarding teacher beliefs, motivation, and turnover intentions. The dissertation increases our understanding of teachers' school- and work-related beliefs, and it informs what we know about teachers' turnover intentions. Furthermore, the findings encourage future research on teachers' beliefs and actual turnover, particularly within the current educational context.
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Shalter, Bruening Paige. "Pre-Service Teacher Beliefs about Student Motivation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.
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Ponnock, H. Annette Roché. "Science Teachers' Epistemic Cognition in Instructional Decision Making." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/465212.
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Educational PsychologyPh.D.
One understudied barrier to science education reform concerns teachers’ cognitive processes and how they relate to instructional decision-making. Epistemic cognition—teachers’ beliefs about knowledge and knowledge acquisition and goals for their students’ knowledge acquisition—could provide important insights into the choices science teachers make in the classroom and why they might and might not adopt different instructional practices. Previous research has found mixed results regarding the relationship between beliefs and practice. Uniquely, science teachers encounter epistemic beliefs from both science and education, with potential differences that may need to be negotiated. This study found significant differences between the two belief systems but failed to find differences between biology, chemistry, physics, and Earth science. Three profiles were identified that were significantly different on their epistemic beliefs in the natural sciences and the learning sciences. Those in the naïve profile (highest beliefs in certainty of knowledge, authority as source of knowledge, and attainability of truth) had significantly less self-efficacy than those in the sophisticated profile, which predicted lower frequency of investigative teaching practices and practices promoting an investigative culture. Those in the flexible profile (medium beliefs in certainty of knowledge, authority as source of knowledge, and attainability of truth) used practices promoting an investigative culture significantly less frequently than those in the sophisticated profile. The findings from this study add to the literature on epistemic cognition and its influences.
Temple University--Theses
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Dawson, Heather S. "Teachers’ Motivation and Beliefs in a High-Stakes Testing Context." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338399669.
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Dutton, Janet Louise. "English teachers in the making: Portraits of pre-service teachers’ journeys to teaching." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17176.
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This qualitative case study shapes a series of portraits of secondary English teachers in the making. It explores the narratives of four pre-service English teachers gathered at three key junctures of initial teacher education and traces the process of becoming (Britzman, 1991) inherent in learning to teach. In so doing it explores the nature and role of prior experiences in the initial shaping of beliefs about self as English teacher and investigates the continuities and shifts that are evident as the pre-service English teacher participants undertake their journey to English teaching. Close textual analysis of the participants’ narratives, reflective annotations and teaching metaphors highlights the range of experiences that pre-service teachers bring to their ITE and the significance of the internalised set of beliefs and assumptions about self as English teacher that inform their professional work and learning. English teaching is not a default career for the pre-service English teachers in this study. It is a career they have chosen for passionate reasons relating to their love for the subject, their belief in the importance of teaching and for the contributions they anticipate they will make to nurturing the learning and growth of their students. The participants each reveal a sense of self as English teacher that includes a perception of English as subject capable of empowering individual student growth. Whilst not generalisable, the findings offer insights into areas of commonality concerning pre-service teacher motivations, development of professional identity as English teacher and the nature of the transition to teaching. The research also sheds light on the use of textual annotations as a means of scaffolding critical reflection during ITE and on the potential use of the theory of Liminality as a conceptual frame for responding to the inevitable challenges and contestations which shape the pre-service teacher’s transition to teaching. Elements of the transition that were identified included a non-linear pattern whereby the gaze of the pre-service teachers moved both outwards from self (to an awareness of broader contextual factors and student needs) and also inwards to considerations of the teaching self. This ‘nimbleness of gaze’ involves the capacity to modify and re-direct gaze depending on contextual requirements. In the current context of curriculum debates, increasing teacher regulation and early career teacher attrition, this research has implications for ITE and the broader English teaching profession in that it offers a detailed portrait of the pre-service teacher’s sense of self as English teacher.
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Gasiewicz, Rebecca E. "Informational Texts: Teacher Beliefs and the Elementary Classroom Phenomenon." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819410470517.
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Gabillon, Zehra Duda Richard. "L2 Learners' and L2 Teachers' Stated L2 Beliefs." S. l. : Université Nancy 2, 2007. http://cyberdoc.univ-nancy2.fr/htdocs/docs_ouvert/doc279/2007NAN21010.pdf.
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Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat Universities." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0011.html.
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Gabillon, Zehra. "L2 Learners' and L2 Teachers' Stated L2 Beliefs." Thesis, Nancy 2, 2007. http://www.theses.fr/2007NAN21010/document.
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Ce mémoire est une étude exploratoire des représentations d'un groupe d'étudiants universitaires, relatives à l'apprentissage de l'anglais. Dans cette étude, les apprenants sont des étudiants de DUT dont la vocation est de devenir techniciens en Réseaux et Télécoms. L'étude s'est déroulée à l'IUT de Mont de Marsan qui fait partie de l'université de Pau et des Pays de l'Adour. Dans ce travail, nous nous sommes également attachés à étudier les représentations des enseignants dans le but de détecter des inadéquations entre les représentations des apprenants et celles des enseignants. Dans le but d'explorer le phénomène des représentations de différentes perspectives, nous avons utilisé diverses approches méthodologiques et théoriques. Nous avons utilisé des questionnaires (pour les étudiants et pour les enseignants), et des entretiens individuels (d'étudiants et d'enseignants). Nous avons ainsi pu rassembler des données à la fois quantitatives (issues des questionnaires) et qualitatives (issues des entretiens) que nous avons alors triangulées afin de pouvoir expliquer les données obtenues. Un des principaux résultats de cette étude fut de mettre en lumière que les représentations fondamentales des apprenants énonçaient que l'apprentissage d'une langue devait se concentrer sur la communication (compréhension et expression). Cette étude a aussi montré qu'il existait des liens entre les représentations des apprenants, leurs attentes et le type de leur motivation (intrinsèque ou extrinsèque). La plupart du temps, cette étude n'a pas montré beaucoup de différences entre les représentations et les pratiques des enseignants d'une part et les représentations et les attentes des apprenants d'autre partThis study was an exploratory study which was designed to explore a group of university students' statements of their L2 beliefs. In this study the learners were the students who were studying at a two-year technical university program to become technicians. This study took place at the IUT (Institut Universitaire de Technologie) de Mont de Marsan (Université de Pau et des Pays de l'Adour). The researcher also attempted to explore the teachers' stated L2 beliefs to detect discordances between the teachers' and the learners' stated L2 beliefs. In order to be able to investigate the belief phenomenon from different perspectives this research study used diverse methodological approaches and theories. The researcher used both online questionnaires (teacher and learner) and individual interviews (teacher and learner) to triangulate the data obtained. One of the major findings of this research work was the learners' common belief about the importance of listening and speaking skills and communication based learning. This study also suggested links between the learners' beliefs and their goals, expectations and types of motivational orientations (intrinsic vs. extrinsic). On the whole the results did not indicate significant discrepancies between the teachers' and the learners' stated L2 beliefs
Books on the topic "Teacher motivational beliefs"
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Hwui, Chan Sane, and Lay Yoon Fah. Affective Domains Contributing to Behavioural Intention in Teaching Science. UMS Press, 2020. http://dx.doi.org/10.51200/affectivedomainsumspress2020-978-967-2962--27-4.
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The teaching profession is a highly stressful occupation and susceptible to burnout due to high levels of workload compared to other contact occupations. In Malaysia, the majority of science teachers are experiencing physical and mental drain after long periods of teaching service and mundane routine year in and year out. Despite the general assumptions of a teacher’s job is merely teaching from a textbook, a teacher’s workload includes teaching-related (class preparation and classroom management) and non-teaching related (administration and meetings). All these challenges required teachers to possess high self-efficacy beliefs, great teaching motivation, and positive attitudes toward teaching science. When the development of the affective domain is neglected during pre-service years, teachers’ behavioural intention in teaching science will subside gradually. This may cause emotional exhaustion, feelings of ineffectiveness, and job burnout when the pre-service teachers start to work in a high-pressure environment. The prime focus of this book includes the use of Partial Least Square-Structural Equation Modelling (PLS-SEM) approach in studying the mediating effect of attitudes toward teaching science in the relationship between teacher self-efficacy beliefs and teaching motivation on behavioural intention in teaching science. This book provides insights for policymakers to formulate courses on managing personal affective domains in the teacher education curriculum. It is also hoped that this book will be of interest to academicians and researchers on the topic related to teacher education and teaching professional development.
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Carnevale, Josephine. The impact of self-assessment on mathematics teachers' beliefs and reform practices. 2006.
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Sims, Ronald R. Teaching Business Ethics for Effective Learning. Praeger, 2002. http://dx.doi.org/10.5040/9798216022862.
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The key to teaching business ethics successfully, says Sims, is to start with clear goals and a sensible expectation of outcomes, and with a true knowledge and appreciation of how people actually learn. Seems obvious enough, he says, but the surprise is that so few understand this. Thus, the teaching of business ethics is often an unproductive, frustrating exercise in futility. Sims hopes to change that. Proceeding with the conviction that open communications between teacher and student before, during, and after the teaching experience is vital, Sims identifies key teaching processes, gives practical advice on designing and planning the curriculum, and offers guidance on how to develop a climate conducive to effective learning. He highlights the importance of creating a classroom climate that encourages open dialogue, good moral conversation, and conversational learning. And throughout he emphasizes that learning styles and experiential learning theory are cornerstones of teaching business ethics, thus taking an approach unlike any in the literature. An important guide for those who are new to teaching this essential subject, Sims' book will also be helpful for more experienced teachers who are wondering why their own methods do not always work, or do not work as well as they believe they should. Sims identifies important processes that must be managed if business ethics is to be taught and learned successfully—processes such as creating stakeholder commitment to the goals, purposes, and outcomes of the teaching effort, and curriculum design and planning that are attuned to individual differences in learning styles, motivation, and values. Also included in Sims' processes are the development of individual school outcomes, and expectations, and the assessment procedures that can measure them. He discusses the importance of incorporating debriefing into an experiential learning exercise or discussion, and goes on to give an in-depth discussion of the pedagogical approaches that allow teachers to teach the practical and theoretical components of the subject simultaneously. Well illustrated with examples, such as an interdisciplinary approach to teaching and a way to institutionalize outcomes assessment by means of total quality management, Sims' book returns constantly to his major theme: that to teach business ethics effectively the teacher must first create a climate of trust and sharing within and between students, and between students and teacher, and that the teacher must have a concrete way to measure the impact of the teaching effort's results.
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Alexander, Patricia A., Emily M. Grossnickle, Denis Dumas, and Courtney Hattan. A Retrospective and Prospective Examination of Cognitive Strategies and Academic Development. Edited by Angela O'Donnell. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199841332.013.23.
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This article offers a retrospective and prospective analysis of the role of cognitive strategies in students’ academic development over the past 25 years. The focus is on those processes that individuals employ to advance their own learning and understanding (learning strategies) and, to a lesser degree, those procedures applied to regulate and monitor that learning and understanding (metacognitive or self-regulatory strategies). Drawing on a groundbreaking review from 1988, the article examines how students’ epistemic beliefs—their beliefs about knowing and knowledge—may affect strategic engagement. It also considers students’ motivations or emotions that accompany learning and academic development and, therefore, strategic processing. Finally, it describes strategies associated with online learning, the barriers to being strategic in classrooms, and situations in which teachers and students can foster strategic thinking.
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Ruiz-Funes, Marcela. On Teaching Foreign Languages. Greenwood Publishing Group, Inc., 2002. http://dx.doi.org/10.5040/9798216187479.
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The author reports on a qualitative, action-research project on theories and practices in foreign language education. The goal of the study was to relate the knowledge of foreign language teaching, learning, and acquisition gained through research to the beliefs and experiences of expert foreign language teachers. The four participating teachers represent real teachers who distinguish themselves from their peers for their excellence in teaching foreign languages and their success in serving as clinical teachers. Four theoretical issues are discussed in detail: the proficiency movement; the role of input; teaching language in context; and class participation, motivation, and discipline. These aspects were selected because (1) they pose major challenges to foreign language interns and (2) they play an essential role in the learning-acquisition process of second language students. The major contribution of this study is the integration of the theoretical and practical dimensions. The practical aspect is presented by the expert foreign language teachers who describe in their own words how and explain why they implement a given foreign language theory in their classrooms. This integration provides foreign language teachers with a realistic view of foreign language education and establishes a dialogue between the university and the school communities. A significant number of excerpts from discussion-interview sessions conducted with the teachers are included.
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Publishing, Teddy's. Science Doesn't Care What You Believe 2021 - 2022 Monthly Planner: Funny Scientist Humor Daily Weekly Monthly Planner - 24 Months Jan 2021 to Dec 2022 Diary, Calendar Organizer - Two Year Motivational Agenda Schedules - Science Teachers Gifts. Independently Published, 2021.
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Planner, Golden. Dream It Believe It Plan It Achieve It Planner 2021: Weekly and Monthly Planner, One Year Motivational Agenda Schedule, Training Meeting Day Calendar with Holiday, for Women Business Academics Teachers Students, Puppy Dog, Perfect Gift for Best Friends. Independently Published, 2020.
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Levashov, Vladimir K. The Political Culture of Russian Society (Sociological Analysis). Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences (FCTAS RAS), 2020. http://dx.doi.org/10.19181/monogr.978-5-89697-347-8.2021.
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The monograph presents the results of sociological research on the project “The political culture of the Russian society in the transition to a new technological structure and implementation Of the strategy of scientific and technological development of the Russian Federation and the Decree of the President of the Russian Federation from 07.05.2018 № 204 «On national goals and strategic objectives of the Russian Federation for the period up to 2024»”. The all-Russian survey was conducted in May-June 2019 in 22 regions of the Russian Federation. The study of the structure and nature of citizens’ opinions on national development goals and digital society shows that the Russian society has formed the initial elements of the fundamental components of an innovative political culture: knowledge, beliefs and attitudes for the actual behavior of citizens in terms of the introduction and use of information and communication technologies and the implementation of national projects. The problematic situation is identified and described in the monograph, according to the author, requires a thought-out and verified program of political actions, both on the part of the Government of the Russian Federation and on the part of civil society institutions in order to create a high cognitive, labor motivation in this strategically decisive area of life of the Russian society. The urgency, scale and complexity of the tasks require the unification of the efforts of civil society with a leading role and strategic coordination of state actions. The monograph summarizes the results of sociological research on topical issues on the agenda of Russian society and the state, and can be useful for management personnel of state and municipal administration, production organizers, managers of social and educational institutions, researchers, University teachers, graduate students and students.
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Churchill, W. S. Letters for the Ages Winston Churchill. Edited by Allen Packwood and James Drake. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781399408158.
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Here are some of the best of Churchill’s letters, many of a more personal and intimate nature, presented in chronological order, with a preface to each letter explaining the context. The recipients include a vast range of people, including his schoolmaster, his American grandmother and former President Eisenhower. They are taken from within the Churchill Archive in Cambridge, where there is a mass of Churchill’s correspondence. Several of the letters included have never appeared in book form before. Winston Churchill has become an iconic figure greatly loved the world over, but maybe especially these days in the USA. Churchill understood the power of words and he used his writing to sustain and complement his political career, publishing over 40 books and receiving the Nobel Prize for Literature in 1953. This volume concentrates on his more intimate words. It seeks to show the private man behind the public figure and introduce fresh light on Churchill’s character and personality by capturing the drama, immediacy, storms, depressions, passions and challenges of Churchill’s extraordinary career. Churchill was neither a god nor a demon. Through these letters we see him as a human being with human emotions, frailties and a large ego. He was not always right. He held strong opinions and was often provocative. These letters take us into his world and allow us to follow the changes in his motivations and beliefs as he navigates his 90 years. There are intimate letters to his parents, his teacher at Harrow, Louis de Souza (Boer Secretary of State for War), his wife Clementine, Prime Minister Asquith, Lord Northcliffe, Anthony Eden, President Roosevelt, Eamon De Valera, the French Socialist Prime Minister Léon Blum and Charles De Gaulle. These are letters of a personal nature and are most illuminating. They are enhanced by facsimiles of the letters and images which appear throughout the book, helping the reader to envisage a sense of Churchill in his most private moments.
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SAHAIDAK, Mykhailo, ed. STRATEGIC IMPERATIVES OF MODERN MANAGEMENT. Kyiv National Economic University named after Vadym Hetman, 2024. http://dx.doi.org/10.35668/978-966-926-500-5.
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This study examines issues of modern management and trends in its development. Its evolution from the end of the 19th century to the present is presented. The current state of management systems is analyzed, attention is paid to trends in the development of management science and practice, which have developed and are still being formed, as well as objective factors that affect the specified process. Globalization, as a phenomenon, is a complex and multifaceted process that affects various aspects of society, economy, and politics. In the context of business and management, globalization creates new opportunities for the development of international businesses, but at the same time poses challenges and threats associated with competition, cultural differences, and regulation. The main approaches to evaluating the business model of an enterprise are summarized. The principles of business model evaluation based on the principles of its innovativeness, adaptability and sustainability are defined. A system of evaluation methods and tools is formed, the conditions for their application, tasks and opportunities for making management decisions based on the evaluation are identified. A comparative assessment of the features of the formation of generations X, Y, Z, Alpha, events that formed these generations was carried out; their values, attitude to work, desire for feedback. It is noted that the theory of generations plays an important role in understanding these features and forming strategies for managing the development of human capital, since each generation has its own values, beliefs and approaches to work and learning. The issue of building an effective personnel motivation system at the enterprise is under consideration. The essence and advantages of implementing the policy of diversity and inclusion at modern enterprises are considered. It was emphasized that compliance with the policy of personnel diversity and inclusion of the workplace will allow attracting and retaining the necessary employees with high motivational readiness at the enterprise. The examines and analyzes contemporary challenges facing enterprises in a dynamic business environment, particularly in the context of the necessity for digital transformation and the formation of digital intelligence to ensure competitiveness. Proposed practical recommendations for organizations on the effective implementation of digital innovations in strategic management and achieving competitive advantage in a dynamic business environment. The study results of the influence of ESG and sustainability ratings on the multinational banks' war response strategies based on the Yale CELI database of companies leaving and staying in Russia are presented. It presents various aspects of sustainable development management in the context of modern management. The impact of globalization on the process of managing sustainable development and the role of public administration in this context are also considered. Additionally, the integration of sustainability concepts into local management practices and ethical aspects related to sustainability management are highlighted. Substantiates the importance of transition to an adaptive approach in the state regulation of investment activity and increase of the country's investment attractiveness in modern conditions. It has been established that adaptive regulation contributes to the achievement of stability and efficiency in the economic system, rapid response to external and internal challenges. The advisability of improving the methodologies of ESG rating providers is substantiated. The special importance of the leadership institute for the development of ecosocial management was revealed and, as a result, an analysis of the activities of the most successful innovative leaders of today was carried out, the result of which is the sustainable development and successful implementation of ecosocial management mechanisms at modern enterprises. It is established that today digital transformation is the use of digital technologies as a tool for reengineering business processes in higher education institutions. The main problematic aspects of the digitalization of education include the problem of adopting innovations, increasing the additional workload of teachers, shifting the vector of pedagogical work, and digital inequality. The challenges arising in the higher education system due to the development of artificial intelligence are identified in the results of scientific research. Artificial intelligence is revealed to be an important enabling mechanism for expanding teaching and learning opportunities, administering the educational process, and enhancing research potential. Higher education institutions can harness the transformative potential of artificial intelligence by using it responsibly and effectively. Based on a comprehensive analysis of real-life examples and research, the opportunities and challenges posed by MOOCs are discussed, as well as their implications for the future of quality provision in higher education.
Book chapters on the topic "Teacher motivational beliefs"
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Lazarides, Rebecca, Elisa Oppermann, and Hanna Gaspard. "Gender Differences in Motivational Beliefs and Career Aspirations from Childhood to Adolescence." In The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations, 32–43. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003275763-5.
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Turner, Julianne C., Andrea Christensen, and Debra K. Meyer. "Teachers' Beliefs about Student Learning and Motivation." In International Handbook of Research on Teachers and Teaching, 361–71. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_23.
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Kim, Hyunjin, and Soo Jung Lee. "Korean Pre-service Teachers’ Perceptions of Parent-Teacher Partnerships: The Effects of Motivation and Teaching Beliefs." In Home-School Relations, 245–65. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_14.
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Barfod, Karen, and Erik Mygind. "Udeskole—Regular Teaching Outside the Classroom." In High-Quality Outdoor Learning, 287–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_16.
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AbstractWhen teaching practise is changed, the working procedures and challenges of the teachers are changed too. In this chapter, we turn the lens on the teachers and the teaching practise in udeskole. It is often the teachers who decide, if the education should take place outside the classroom or not, and their experience is important for the provision of udeskole. Nearly a fifth of all Danish schools have at least one class practising udeskole, (Barfod et al., 2021) but how udeskole is implemented is very much dependent on the individual teacher’s desire, pedagogical approach, competence and motivation. Teachers often feel motivated by mastering or re-conquering their professional identity as teachers by practicing udeskole, but they also often feel isolated among colleagues. It is motivativating for teachers to teach outside the classroom as it is in accordance with their beliefs that pupil’s wellbeing, motivation and learning are improved. They are happy to be able to practise varied teaching, be outdoors and together with pupils in different ways, often creating a ‘common third’ situation. At the same time, teachers express how they are challenged by the time used inventing outdoor teaching activities themselves, and by adapting to practical aspects of udeskole such as weather conditions and clothing. Previous studies have shown how teachers who start teaching udeskole relate to both potentials and challenges. However, there is limited knowledge of professional attitudes and pedagogical perspectives among teachers who have taught udeskole for several years. In this chapter we share our research and knowledge about barriers and challenges among experienced udeskole teachers. The results are mainly based on the TEACHOUT research study.
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Reinders, Hayo, and Noemí Lázaro. "9. Beliefs, Identity and Motivation in Implementing Autonomy: The Teacher’s Perspective." In Identity, Motivation and Autonomy in Language Learning, edited by Garold Murray, Xuesong Gao, and Terry Lamb, 125–42. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693747-010.
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Barcelos, Ana Maria F. "Student Teachers’ Beliefs and Motivation, and the Shaping of Their Professional Identities." In Beliefs, Agency and Identity in Foreign Language Learning and Teaching, 71–96. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137425959_5.
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Yang, Luxin. "Exploring the Impact of Group Lesson Discussions on Beliefs and Practices of Three High School EFL Teachers in China." In Language Teacher Motivation, Autonomy and Development in East Asia, 177–96. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93467-5_10.
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Blömeke, Sigrid, and Gabriele Kaiser. "Effects of Motivation on the Belief Systems of Future Mathematics Teachers from a Comparative Perspective." In From beliefs to dynamic affect systems in mathematics education, 227–43. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06808-4_11.
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Thompson-Bell, Jacob. "6. Working Together Well." In Teaching Music Performance in Higher Education, 165–80. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0398.08.
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This chapter interrogates some of the foundational assumptions of student-centred learning environments (SCLEs), with a view to expanding conventional pedagogical models to account for the “distributive” agency of groups of learners assembled in a classroom. In the first part, the author proposes that learner groups be treated as distributive agential networks, braiding together intrinsic, extrinsic and intratrinsic (i.e. motivation distributed between multiple learners) forms of motivation, thereby to sustain both individual and collective forms of agency. It is argued that greater awareness of how motivation emerges across such multi-dimensional agential networks within the learning environment can enable student-teacher and student-student relationships to be established on a more flexible and equitable basis, so that inventive ways of working can be collectively imagined. In the next part, these distributive agential networks are illustrated with reference to the author’s own teaching practice, working with multidisciplinary groups of music students across conservatoire and university settings in the United Kingdom. This section takes the form of an impressionistic vignette outlining a peer-to-peer feedback session using the Critical Response Process (CRP), a group feedback framework for creative work in any media, originally developed by choreographers Liz Lerman and John Borstel. This classroom situation is then analysed as a classroom “assemblage”, to illustrate how pedagogical models such as CRP draw together the bodies and accumulated beliefs of learner groups into a distributive agential network. The chapter concludes with a reflection on how these approaches can lead to a reappraisal of such fundamental academic principles as freedom of expression and equity between learners. Ultimately, it is proposed that the pursuit of creative and expressive freedoms requires that careful attention is paid to the ways in which individual students and teachers can be assembled to form a learner collective.
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Mygind, Erik, and Mads Bølling. "Pupils’ Well-Being, Mental and Social Health." In High-Quality Outdoor Learning, 153–68. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_8.
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AbstractThe purpose of this chapter is to present research results on pupils’ well-being and health when integrating regular education outside the classroom (i.e. udeskole) into teaching. We believe that this chapter may be of particular interest to government employees (consultants), municipalities, school principals and teachers, teacher trainers and educators seeking arguments for and against outdoor teaching and learning. The argument is based on both empirical studies of pupils’ well-being, mental and social health, and theoretical assumptions (mainly the so-called Self-Determination Theory). Three key questions will be the focal points of the chapter: Is udeskole a viable approach to strengthen pupils’ well-being, mental and social health? Does udeskole have a demonstrable impact on pupils’ well-being, mental and social health? Should education outside the classroom be a regular applied practice in schools? In schools in several western countries, but especially in Scandinavia, udeskole is a teaching method, which is increasingly used both for its learning and health potentials. In this chapter, we focus on the importance of udeskole, based on relevant results from the Danish TEACHOUT research study. Although Danish children generally thrive and have high levels of mental and social health, initiatives are still needed to promote an even more positive school experience for every child. Early prevention of psychosocial illness is on the political agenda and school is considered a major arena for initiatives aimed at promoting mental and social health. The results of the TEACHOUT study show that if teaching outside the classroom is made a regular component of the annual plan, it can be expected to have a positive impact on pupils’ social well-being and intrinsic school motivation. It is still too early to determine whether udeskole has a real effect on the formation of friendships in the classroom community. However, the TEACHOUT study shows a small but significant increase in the number of new in-class friendships. Based on the Self-Determination Theory, we provide an understanding of the reasons why udeskole can have a positive effect on pupil well-being, mental and social health.
Conference papers on the topic "Teacher motivational beliefs"
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Kholis, Muhammad, M. Zaim, and Refnaldi. "Students’ Perception Towards Teacher Beliefs and Its Effect on Students’ Motivation and Achievement." In Eighth International Conference on Languages and Arts (ICLA-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200819.039.
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Poom-Valickis, Katrin. "Relations Between Student Teachers' Basic Needs Fulfillment, Study Motivation, And Ability Beliefs." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.74.
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Zhou, Na. "The Relationship Between Vocational Teachers' Motivational Beliefs and Their Engagement in Work Placement (Poster 22)." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887218.
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Morris, Lloyd, Dunia Duque, Olga Jasmin Salazar De Morris, Homero Murzi, and Sandra Milena Durán Omaña. "Student motivation in the teaching process during the Covid 19, an experience of the international exchange for the learning of control charts." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002377.
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COVID-19 has generated changes in education systems that impact the main authors of the system: teachers and students. As an alternative, most of the university courses have been taught remotely (IESALC 2020). Using the contribution of industrial engineering teachers from the universities involved, opportunities are evident to strengthen the teaching-learning processes that were incorporated in the design of the process, since the academic motivation of the students depends to a large extent on the perceptions in relation to their experiences in class (Jones, 2015). Additionally, there are multiple learning options in open pedagogical practices (Paviotti et al 2020), and in open educational practices (Ehlers et al 2020), (Axe et al 2020), (Marchisio et al 2020), which corresponds to innovative and attractive pedagogies that incorporate open evaluation, open collaboration and in itself open teaching processes.Considering the concepts of open education, added to the international exchange policies of the universities: Universidad Austral de Chile and Universidad Tecnológica de Pereira, an experience international exchange is planned for control graphics students, incorporating pedagogical strategies with a pragmatic approach in the solution of international cases of control charts and where collaborative work between academic peers complement the academic experience.The objective of the research was to analyze the motivational beliefs of the students at the level of the control graph domain, using the “Expectations Value Model” (Eccles and Wigfield 2000), compared to two moments: the one before the academic exchange and after the same, in which pragmatic approaches are incorporated in the applications of statistical control, taking advantage of internationalization scenarios. Therefore, the purpose of the research is to determine if there are statistically significant differences in the beliefs of the students of the statistical control analyzed at the beginning and at the end of the academic exchange of the 2021 semester.The present study is an inferential statistical investigation on academic motivation in students of statistical process control, in remote exchange learning. For this reason, it was decided to use the two-sample hypothesis test for dependent samples suggested by (Lind et al 2019) and (Anderson et al 2020), an initial hypothesis was defined: the mean assessment of motivation after the international exchange should be superior to the initial evaluation of the control chart students.The results of the statistical analysis carried out confirm the initial general hypothesis raised and verify that the change in the didactic strategy in international exchange after COVID-19 has a significant influence on the motivational beliefs of the students, where the factors of academic motivation with better evolution after the academic exchange are in hierarchical order: utility value, followed by achievement value, closing with satisfaction value. As for the elements that were better valued and with greater evolution at the initial moment for the utility is having a solid formation in process control, and for the achievement, it is to carry out the graphic activities well; while for satisfaction or interest, the one with the highest value is the expectation of believing in what will be done well with the knowledge acquired, but the element with the greatest evolution with respect at the initial moment is the expectation of standing out in mathematics and statistics.The process of association of categories of the expectation value model was possible to establish the levels of relationship between the expectation of success, the value of achievement, and the value of utility that the students perceived as positive from the academic exchange process. Therefore, the design and facilitation of the course generated benefits in the observed motivational aspect, so that the work of teachers in remote learning situations in circumstances uncertain as COVID-19, will find in the design of international exchanges, significant experiences that can positively impact the motivation of students, which leads to scenarios with specific behaviors more favorable for learning.
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Zhou, Na. "The Relationship Between Vocational Teachers' Motivational Beliefs and Their Engagement in Work Placement (Poster 22)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1887218.
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Žefran, Mojca, Anja Pirih, and Silva Bratož Bratož. "EDUCATION STUDENTSʼ ATTITUDES TOWARDS LINGUISTIC DIVERSITY FROM A COMPARATIVE PERSPECTIVE." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.149z.
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In developing the language education policy, the Council of Europe recognised the promotion of language diversity as one of Europe's key goals and e thus emphasised the teaching and dissemination of the languages of EU Member States. The development of plurilingual and multilingual competences involves, among other things, the forming of positive attitudes towards foreign/second/additional languages. It is assumed that teachers play an important role in developing learnersʼ language attitudes and can have a considerable influence on their beliefs. Therefore, the main aim of the present study is to identify and explore future teachers‟ attitudes towards linguistic diversity from a comparative perspective. A survey conducted among Slovene and German students who are studying to be primary school teachers looks atthe respondents‟general attitudes and beliefs related to language learning and linguistic diversity, their motivation for learning additional languages and their attitudes towards connecting language and culture. Finally, since the two institutions surveyed are both located in bilingual environments, the study investigates the different ways in which environmental factors shape education students‟ views and attitudes towards multilingualism. The results suggest a rather complex picture of attitudes and beliefs as expressed by the population surveyed.
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Gattuso, Linda. "Mathematics in a statistical context?" In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08701.
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Statistics is often taught as part of the mathematical curriculum in schools by mathematics teachers who often do not feel prepared to include it in their practice. They feel that they are stealing time that would be better used if dedicated to mathematics. We believe, however, that it is possible to develop a collaboration between the teaching of mathematics and the teaching of statistics. Using statistics as a realistic context to work on certain mathematical concepts can provide significant motivation for students. To accomplish this, it is essential to highlight the mathematical concepts underlying statistical concepts in order to link them in creating classroom activities that are also useful for teacher training. In this paper, we will try to illustrate this idea starting with examples gathered in school mathematics and in basic statistics.
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Sandiuc, Corina, and Camelia Alibec. "WEB RESOURCES FOR BUSINESS ENGLISH." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-152.
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The main objective of our paper is to present an overview of internet resources offering a broad variety of free resources for the teaching and learning of business English. The websites mentioned are some of the most popular business English sites on the web, designed to be of assistance to both students and teachers, that is they provide lesson plans, teacher designed activities and many other resources that complement and extend learning beyond the classroom. We have compiled a list of more than 30 links to free web pages related to business English, for which we further offer reviews, thus exploring the variety of these excellent resources that can be found on the Internet for sustaining active learning. We have also organized these resources according to criteria regarding the main topic areas dealt with, in an attempt to structure our analysis of these websites in conformity with their similarities. We believe that English teachers should keep themselves up-to-date with the helpful resources that can be found on the www, because the web offers invaluable information both for educators and for self-learners. The job of the teacher is that of guiding students towards self-education, self-development and self-assessment, assisting them throughout their endevours. Our aim as English teachers is not only to help students acquire skills and data present in the curriculum, but also to further develop these skills in the spirit of life-long education. Integrating technology into the classrooms enhances student motivation and teaching effectiveness, ultimately resulting in better education and increase of knowledge.
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Kurniawati, Annisa Dwi, Dwi Juniati, and Abadi. "The impact of beliefs on motivation and mathematical problem-solving in prospective teacher with different personality types." In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0096026.
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Bowling, Amanda. "How Do I Motivate Them? The Transition of School-Based Agricultural Education Teachers' Motivational Beliefs Through the Years." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580014.
Full textReports on the topic "Teacher motivational beliefs"
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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.
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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.