Clustering Teachers' Motivations for Teaching

Autor/inn/en	Visser-Wijnveen, Gerda J.; Stes, Ann; Van Petegem, Peter
Titel	Clustering Teachers' Motivations for Teaching
Quelle	In: Teaching in Higher Education, 19 (2014) 6, S.644-656 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2014.901953
Schlagwörter	Cluster Grouping; Teaching (Occupation); Mixed Methods Research; Expertise; Teacher Responsibility; Intellectual Disciplines; Persistence; Work Ethic; Teacher Competencies; Self Efficacy; Higher Education; College Faculty; Motivation; Questionnaires; Instructional Development; Interviews; Qualitative Research; Teacher Characteristics; Teacher Attitudes; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Eingruppierung; Teaching; Lehrberuf; Expert appraisal; Lehrverpflichtung; Geisteswissenschaften; Ausdauer; Arbeitsethos; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; psychologische; Motivation (psychologisch); Fragebogen; Teaching improvement; Unterrichtsentwicklung; Interviewing; Interviewtechnik; Qualitative Forschung; Lehrerverhalten; Ausland; Belgien
Abstract	The motivation to teach is a powerful, yet neglected, force in teaching at institutes of higher education. A better understanding of academics' motivations for teaching is necessary. The aim of this mixed-method study was to identify groups with distinctively different motivations for teaching. Six clusters were identified: expertise, duty, subject, passion, reluctance and incompetence. The teachers in these groups differed in perceived personal effectiveness, interest and effort towards teaching. Interview data revealed the competitive function of research and the importance of the subject matter taught. The clusters containing teachers who prioritise the teaching process over the teaching content were the ones with the highest overall motivation scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10