Academic Resilience and Achievement: Self-Motivational Resources That Guide Faculty Participation in Instructional Technology Training at a Mexican University

Autor/inn/en	Montero-Hernandez, Virginia; Levin, John; Diaz-Castillo, Maribel
Titel	Academic Resilience and Achievement: Self-Motivational Resources That Guide Faculty Participation in Instructional Technology Training at a Mexican University
Quelle	In: Journal of Hispanic Higher Education, 13 (2014) 4, S.334-358 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192714546748
Schlagwörter	Resilience (Psychology); Academic Achievement; Self Motivation; College Faculty; Teacher Participation; Educational Technology; Training; Persistence; Work Environment; Semi Structured Interviews; Participant Observation; Personal Narratives; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Schulleistung; Fakultät; Unterrichtsmedien; Ausbildung; Ausdauer; Arbeitsmilieu; Teilnehmende Beobachtung; Erlebniserzählung; Ausland; Mexiko
Abstract	This study uses narrative analysis to understand the ways in which Mexican university faculty members used their self-motivational resources to persist in an instructional technology training program within adverse work conditions. The methodology included interviews and participant observation. Findings suggest that faculty's academic resilience was based on faculty's self-definition as permanent learners and innovators, the perception of instruction as a field of reflection-in-action and systematization, and the caring instructional approach used by training instructors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10