Teacher Enthusiasm: Reviewing and Redefining a Complex Construct

Autor/inn/en	Keller, Melanie M.; Hoy, Anita Woolfolk; Goetz, Thomas; Frenzel, Anne C.
Titel	Teacher Enthusiasm: Reviewing and Redefining a Complex Construct
Quelle	In: Educational Psychology Review, 28 (2016) 4, S.743-769 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-015-9354-y
Schlagwörter	Teacher Attitudes; Teacher Motivation; Teacher Behavior; Measures (Individuals); Correlation; Definitions; Positive Attitudes; Literature Reviews + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teacher behaviour; Messdaten; Korrelation; Begriffsbestimmung
Abstract	The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since Rosenshine's ("School Review" 78:499-514, 1970) review, the conceptualizations, definitions, methodology, and results have only become more scattered, and several related constructs have emerged that may or may not be synonymous with teacher enthusiasm. In this review, we delve into the past four decades of teacher enthusiasm research to provide a potential starting point for a new, consolidated direction in teacher enthusiasm research based on a proposed, holistic definition of enthusiasm which brings together research from the past and can fuel research for the future. We begin by reviewing definitions of teacher enthusiasm and related constructs and, thereafter, put forward a new and integrative definition of teacher enthusiasm that combines the two most prevalent conceptualizations of the construct, namely experienced enjoyment and expressive behavior. Bearing our proposed definition in mind, we go on to present numerous measures that assess teacher enthusiasm, detail research evidence related to its correlates, and finally derive several research implications that, when considered in future research, promise to advance the field. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01