A Cross Cultural Analysis of Motivational Factors that Influence Teacher Identity

Autor/inn/en	Cardelle-Elawar, Maria; Irwin, Leslie; Sanz de Acedo Lizarraga, Maria Luisa
Titel	A Cross Cultural Analysis of Motivational Factors that Influence Teacher Identity
Quelle	In: Electronic Journal of Research in Educational Psychology, 5 (2007) 3, S.565-592 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Teacher Attitudes; Educational Psychology; Foreign Countries; Teaching Methods; Cross Cultural Studies; Theory Practice Relationship; Inservice Teacher Education; Metacognition; Learning Processes; Learning Strategies; Psychoeducational Methods; Self Management; Interviews; Content Analysis; Teacher Persistence; Teacher Motivation; Self Concept; Self Efficacy; Questionnaires; Public School Teachers; Teaching Experience; Ghana; Spain; United States + Suchen Sie Ihr Suchwort? Lehrerverhalten; Erziehungspsychologie; Pädagogische Psychologie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural comparison; Kulturvergleich; Theorie-Praxis-Beziehung; Lehrerfortbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Interviewing; Interviewtechnik; Inhaltsanalyse; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Fragebogen; Spanien; USA
Abstract	This qualitative study describes the outcomes of teachers from three different countries (Ghana, Spain, and USA) enrolled in a graduate educational psychology class taught by the authors. A theory-into-practice teaching approach was used to encourage in-service teachers to conduct a research process guided by the instructors. Participants engaged in a metacognitive, self-regulated, narrative-inquiry process that allowed them to situate themselves within educational, historical, and political contexts. The participants followed an interview protocol in pairs where they asked each other a series of questions related to their experience in becoming teachers and what keeps them teaching. Meaningful descriptive narratives summarizing the interview results were analyzed for generative themes. Implications for teaching and research with references to metacognitive self-regulatory practices are discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10