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Autor/inn/enMcLennan, Brad; McIlveen, Peter; Perera, Harsha
TitelA Pedagogical Model of Autonomy, Competence and Relatedness for Pre-Service Teacher Educators
QuelleIn: Journal of Education for Teaching: International Research and Pedagogy, 47 (2021) 2, S.186-200 (15 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (McIlveen, Peter)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0260-7476
DOI10.1080/02607476.2021.1876500
SchlagwörterProfessional Autonomy; Teacher Competencies; Teacher Educators; Student Motivation; Preservice Teachers; Validity; Self Efficacy; Psychological Needs; Self Determination; Models; Self Concept Measures; Classroom Techniques; Factor Structure; Foreign Countries; Australia; Teachers Sense of Efficacy Scale
AbstractThe present research demonstrates initial evidence of validity of a model of pedagogical practice for teacher educators, the Pre-Service Teacher Motivation Model, which is conceptually based in self-determination theory. The study deployed a survey comprising items constituting the proposed model's factors, and measures of satisfaction of basic psychological needs and teacher self-efficacy, which were completed by pre-service teachers (N = 402) in two independent cohorts (n = 185; n = 217). The final model comprised three factors, Relational Dynamics, Student-Centered Organization, and Connected Learning. The findings are evidence of the model's potential utility as a tool for informing the design of learning and teaching, and reflective practices in teacher education. (As Provided).
AnmerkungenRoutledge. 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 vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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