Supporting Pre-Service Teachers' Motivation Beliefs and Approaches to Instruction through an Online Intervention

Autor/inn/en	Daniels, Lia M.; Goegan, Lauren D.; Radil, Amanda I.; Dueck, Bryce S.
Titel	Supporting Pre-Service Teachers' Motivation Beliefs and Approaches to Instruction through an Online Intervention
Quelle	In: British Journal of Educational Psychology, 91 (2021) 2, S.775-791 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daniels, Lia M.) ORCID (Goegan, Lauren D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12393
Schlagwörter	Preservice Teachers; Intervention; Teaching Methods; Student Motivation; Teacher Attitudes; Best Practices; Student Attitudes; Priming; Material Development; Preservice Teacher Education; Comparative Analysis; Pretests Posttests; Mastery Learning; Foreign Countries; Online Courses; Required Courses; Student Evaluation; Evaluation Methods; Attitude Change; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Lehrerverhalten; Schülerverhalten; Lehrmaterialentwicklung; Lehramtsstudiengang; Lehrerausbildung; Ausland; Online course; Online-Kurs; Pflichtkurs; Schulnote; Studentische Bewertung; Attitudinal change; Einstellungsänderung; Kanada
Abstract	Background: Previous research has shown that pre-service teachers have low responsibility for student motivation and feel underprepared to deal with motivational issues. As an extension, researchers have designed interventions to shift teachers' beliefs about motivation or equip them with approaches to instruction, but never both. Aims: Following best practices for motivation interventions, we created a one-session online intervention and tested its efficacy to shift pre-service teachers' self-reported beliefs and approaches to instruction to be more supportive of student motivation. The intervention included priming, materials designed for mindsets and/or for approaches to instruction, a consolidation activity, and take-home materials. Sample: A convenience sample of 384 pre-service teachers from one Canadian university participated. Methods: We embedded an experimental design into multiple sections of a required assessment course. After completing a pre-test, participants were randomly assigned to one of four conditions: beliefs-only, approaches-only, combined beliefs and approaches, or control. After completing the online module, students received a lecture on assessment practices and motivation. Results: The results from our MANCOVA showed that pre-service teachers who participated in the beliefs-only condition reported increased levels of responsibility for student motivation, more growth mindset beliefs, and less fixed mindset beliefs than participants in the other conditions. The approaches-only condition did not influence self-reported mastery or performance approaches to instruction and the combined condition had no effect on beliefs or approaches. Conclusions: We discuss the implications for educating pre-service teachers about student motivation and suggest that beliefs and approaches to instruction need to be addressed separately. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01