Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderman, Lynley H.; Leake, Valerie S. |
|---|---|
| Titel | The ABCs of Motivation: An Alternative Framework for Teaching Preservice Teachers about Motivation |
| Quelle | In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 78 (2005) 5, S.192 (5 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0009-8655 |
| Schlagwörter | Preservice Teacher Education; Teacher Education Programs; Self Efficacy; Preservice Teachers; Instructional Innovation; Educational Psychology; Student Motivation; Individual Needs; Professional Autonomy; Teacher Competencies; Self Concept |
| Abstract | Educational psychologists and practicing educators agree that student motivation is a central and often problematic issue for education. Understanding and working with those factors that influence students' ability and willingness to engage with curriculum content and intellectual challenges help teachers increase the likelihood that our students will learn what we are trying to teach them, and learn it well. Nevertheless, many preservice and practicing teachers have difficulty integrating and applying those motivational principles that are well established in the research literature. The authors propose that part of this disconnect between research and practice results from the way in which motivation is taught in many teacher education programs. The proliferation of competing social-cognitive theories of motivation, dealing with different aspects of motivation and proposing a long list of psychological constructs, has been fruitful for researchers but leaves the field dense and impenetrable to others. This lack of synthesis, in turn, is reflected in the organization of many introductory educational psychology textbooks and course syllabi. Although many introductory texts make excellent suggestions for practical applications of principles, their overall organization often reflects many motivational theories, sometimes based on terms of their historical development. Such an organization, which de-emphasizes similarities between constructs and synthesis across theories, while very useful for researchers in educational psychology, is less useful for practitioners. In this article, they outline an alternative way of organizing material related to student motivation in educational psychology courses that serve prospective teachers. Rather than teaching students about theories per se, their approach focuses on principles of motivation, and they group constructs and ideas from various theories, organizing them within a larger framework. The framework is loosely based on the three fundamental needs suggested by self-determination theory (see Deci et al. 1991). They begin by describing the way in which they reorganize the curriculum content related to motivation within this framework, and then discuss the benefits they have observed in using this approach with their own students. They also describe some of the difficulties and obstacles they have encountered in their efforts. (ERIC). |
| Anmerkungen | Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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