A Preliminary Examination of Teachers' and Students' Perspectives on Autonomy-Supportive Instructional Behaviors

Autor/inn/en	Ng, Betsy; Liu, Woon Chia; Wang, C. K. John
Titel	A Preliminary Examination of Teachers' and Students' Perspectives on Autonomy-Supportive Instructional Behaviors
Quelle	In: Qualitative Research in Education, 4 (2015) 2, S.192-221 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-6418
DOI	10.17583/qre.2015.1463
Schlagwörter	Intervention; Teacher Attitudes; Student Attitudes; Personal Autonomy; Student Motivation; Self Management; Teaching Styles; Qualitative Research; Foreign Countries; Semi Structured Interviews; Teacher Behavior; Teacher Student Relationship; Teaching Methods; Self Determination; Affective Behavior; Humor; Secondary School Students; Secondary School Teachers; Singapore + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; Individuelle Autonomie; Schulische Motivation; Selbstmanagement; Lehrstil; Unterrichtsstil; Qualitative Forschung; Ausland; Teacher behaviour; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbestimmung; Affective disturbance; Active behaviour; Affektive Störung; Humoristische Darstellung; Sekundarschüler; Singapur
Abstract	The present study focuses on the perspectives of teachers and students in Singapore schools after an autonomy-supportive classroom intervention. Nurturing of students to become motivated and self-regulated learners can be achieved by promoting an autonomy-supportive learning climate. This study examines the perspectives of teachers and students in an in-depth and meaningful manner after the classroom intervention. Through students' viewpoints, teachers can understand their structure of teaching style and students' expectations. Findings of semi-structured interviews with students and teachers were analyzed, with emerging themes discussed in the context of literature. Based on qualitative data, this preliminary study explores a rich and meaningful insight to students' expectations of their teachers and teachers' expectations towards their students. The qualitative data provided relevant and practical insights into the classroom intervention, suggesting that teachers should be aware of their instructional behaviors in class as such acts might have ramification on students' perception, motivation and learning. Limitations and implications are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01