Motivational Factors for School-Based Teacher Learning: Turkish Pre-Service Teachers' Experiences and Expectations

Autor/inn/en	Eryilmaz, Ali; Aypay, Ahmet
Titel	Motivational Factors for School-Based Teacher Learning: Turkish Pre-Service Teachers' Experiences and Expectations
Quelle	In: Educational Sciences: Theory and Practice, 16 (2016) 2, S.357-373 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Foreign Countries; Preservice Teachers; Preservice Teacher Education; Learning Motivation; Expectation; Mathematics Teachers; History Instruction; Questionnaires; Content Analysis; Sentences; Institutional Characteristics; Mentors; Student Characteristics; Educational Environment; Educational Practices; Interpersonal Relationship; Intimacy; Qualitative Research; Phenomenology; Data Analysis; Paragraph Composition; Coding; Likert Scales; Learning Processes; Learning Experience; Teacher Characteristics; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Motivation for studies; Lernmotivation; Expectancy; Erwartung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; History lessons; Geschichtsunterricht; Fragebogen; Inhaltsanalyse; Sentence analysis; Satzanalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Intimität; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Auswertung; Codierung; Programmierung; Likert-Skala; Learning process; Lernprozess; Lernerfahrung; Türkei
Abstract	The purpose of this study is to describe the motivational factors of pre-service teachers' school-based learning. The study group comprised of 99 pre-service teachers in Eskisehir, Turkey. 53 of them (19 males and 34 females) were history teachers; and 46 of them (25 males and 22 females) were mathematics pre-service teachers. Data was collected via an open ended form which includes questions concerning their experiences and expectations in school. The questions were meant to identify and investigate the motivational aspects that enhance pre-service teachers' school-based learning. A sentence-based content analysis method was used to analyze their responses. Analyses indicated that there were some motivational factors for school-based teacher learning: qualities of schools, mentors, students, classrooms, and other teachers, educational approaches, and intimate relationships. This qualitative information was then used to develop a model for motivational factors for school-based teacher learning. Findings also indicated that a holistic, practice-based approach should be used to facilitate school-based teacher learning. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01