Literaturnachweis - Detailanzeige
Autor/inn/en | Jaramillo-Baquerizo, Christian; Valcke, Martin; Vanderlinde, Ruben; Aelterman, Nathalie |
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Titel | Exploring the Consideration of University Teachers' Basic Psychological Needs in the Design of Professional Development Initiatives |
Quelle | In: Journal of Higher Education Policy and Management, 43 (2021) 3, S.315-329 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Jaramillo-Baquerizo, Christian) ORCID (Valcke, Martin) ORCID (Vanderlinde, Ruben) ORCID (Aelterman, Nathalie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-080X |
DOI | 10.1080/1360080X.2020.1812021 |
Schlagwörter | College Faculty; Faculty Development; Program Design; Psychological Needs; Professional Autonomy; Teacher Competencies; Interpersonal Relationship; Teacher Motivation; Administrator Attitudes; Student Centered Learning; Foreign Countries; Ecuador Fakultät; Programme design; Programmaufbau; Programmplanung; Berufsfreiheit; Lehrkunst; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland |
Abstract | A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher education. Based on semi-structured interviews with 16 Ecuadorian university authorities in charge of professional development, design features that likely satisfy or frustrate university teachers' basic psychological needs for autonomy, competence, and relatedness were identified. Results pointed to a stronger, yet limited focus on the needs for autonomy and competence, when compared to the need of relatedness. These findings are expected to initiate a discussion on guidelines aimed at enhancing the motivation of professional development participants and to respond to calls for design approaches centred on the learner. (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 |