Elementary School Science Teachers' Discourse and On-the-Job Learning about Student Motivation

Autor/inn/en	Sedawi, Wisam; Eshchar-Netz, Livat; Yakovov, Hasida; Vedder-Weiss, Dana
Titel	Elementary School Science Teachers' Discourse and On-the-Job Learning about Student Motivation
Quelle	In: Journal of Research in Science Teaching, 60 (2023) 10, S.2321-2360 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sedawi, Wisam) ORCID (Eshchar-Netz, Livat) ORCID (Vedder-Weiss, Dana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21861
Schlagwörter	Science Teachers; Science Instruction; Teacher Attitudes; Teacher Motivation; Job Satisfaction; Student Motivation; Faculty Development; Teacher Student Relationship; Elementary School Teachers; Meetings; Audio Equipment; Ethnography; Discourse Analysis; Student Attitudes; Teaching Methods; Learning Theories; Team Teaching; Student Behavior + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Grundschule; Volksschule; Meeting; Tagung; Audio-CD; Ethnografie; Diskursanalyse; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Teamteaching; Student behaviour
Abstract	Science teachers' professional learning about student motivation can play a key role in developing their ability to nurture student motivation and cope with motivational challenges. To advance the understanding of how on-the-job discussions facilitate teacher learning about student motivation, this study investigated how elementary-school science teachers described and reasoned about student motivation in school-based team meetings, by analyzing 20 audio-recorded meetings of three Israeli elementary school science teams. The analysis included characterizing 123 episodes in which teachers referred to student motivation, coding how central and specific the references to motivation were, what indicators of motivation teachers addressed, and what influencing factors they considered. It also included a thematic analysis of teachers' discussions about motivation-promoting methods and a microanalysis of one select event, drawing on linguistic ethnographic concepts and methods. The findings showed that teachers often addressed student motivation, but briefly and in relation to other topics. They tended to address behavioral and emotional indicators of motivation much more than cognitive indicators. They focused on instructional methods, predominantly addressing motivational issues from a practical perspective and seldom considering them from the student perspective or accounting for internal factors. Teachers often offered methods for promoting student motivation, but they expressed reservations without critically exploring them. Furthermore, critical discussions about motivation-supporting methods were frequently constrained by teachers' attempts to manage the face threat these discussions entailed. These findings highlight how a theory-crossing framework that integrates theories of student motivation with a theory of teacher productive discourse can serve as a guide for teachers' on-the-job discussions to develop their motivation-related professional learning and their capacity to support student motivation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01