Autonomy-Supportive Teaching: Its Malleability, Benefits, and Potential to Improve Educational Practice

Autor/inn/en	Reeve, Johnmarshall; Cheon, Sung Hyeon
Titel	Autonomy-Supportive Teaching: Its Malleability, Benefits, and Potential to Improve Educational Practice
Quelle	In: Educational Psychologist, 56 (2021) 1, S.54-77 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reeve, Johnmarshall) ORCID (Cheon, Sung Hyeon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2020.1862657
Schlagwörter	Personal Autonomy; Psychological Needs; Teaching Styles; Teacher Attitudes; Teacher Student Relationship; Caring; Student Centered Learning; Student Motivation; Educational Practices; Classroom Environment; Instructional Effectiveness; Perspective Taking; Intervention; Educational Research; Elementary Secondary Education; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Lehrstil; Unterrichtsstil; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schulische Motivation; Bildungspraxis; Klassenklima; Unterrichtsklima; Unterrichtserfolg; Zukunftsperspektive; Bildungsforschung; Pädagogische Forschung; Ausland; Korea; Republik
Abstract	Autonomy-supportive teaching is the adoption of a student-focused attitude and an understanding interpersonal tone that enables the skillful enactment of seven autonomy-satisfying instructional behaviors to serve two purposes--support intrinsic motivation and support internalization. Using self-determination theory principles and empirical findings, researchers have developed and implemented numerous teacher-focused and methodologically-rigorous interventions to provide teachers with the professional developmental experience they need to learn how to become more autonomy supportive. The findings from 51 autonomy-supportive teaching interventions (including 38 randomized control trials) collectively show that: (1) teachers can learn how to become more autonomy supportive during instruction (autonomy-supportive teaching is malleable); and, once learned (2) this greater autonomy-supportive teaching produces a wide range of educationally important student, teacher, and classroom climate benefits (autonomy-supportive teaching is beneficial). Recognizing this, the article shows how the recent surge in autonomy-supportive intervention research has advanced the conceptual understanding of the nature of autonomy-supportive teaching and clarified its potential to improve educational practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01