What They Think, What They Know, What They Do: Rural Secondary Teachers' Motivational Beliefs and Strategies

Autor/inn/en	Hardré, Patricia L.; Hennessey, Maeghan N.
Titel	What They Think, What They Know, What They Do: Rural Secondary Teachers' Motivational Beliefs and Strategies
Quelle	In: Learning Environments Research, 16 (2013) 3, S.411-436 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-013-9131-0
Schlagwörter	Secondary School Teachers; Teacher Attitudes; Teaching Methods; Teacher Motivation; Student Motivation; Educational Philosophy; Rural Schools; Self Efficacy; Teaching Styles; Teacher Education; Faculty Development + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Bildungsphilosophie; Erziehungsphilosophie; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Self-efficacy; Selbstwirksamkeit; Lehrstil; Unterrichtsstil; Lehrerausbildung; Lehrerbildung
Abstract	This research examined how rural high school teachers' beliefs and perceptions of themselves, their students and the challenge of motivation influence their strategic classroom and interpersonal motivating practice. Participants were 13 teachers in three rural, public high schools in two US states. Teachers' beliefs about motivation generally, and their students' motivation specifically, reflect a position favouring need and willingness to intervene for unmotivated students. However, their self-perceptions reflect a relatively weak efficacy to intervene successfully. Generally, teachers' prevalent choice of strategies aligned with their perceptions of reasons that students were undermotivated. In contrast, some teachers' narratives of actual efforts to motivate a specific student were inconsistent with their self-reported philosophies and style of motivation, and with their general statements of how they would motivate students who needed it. These findings suggest implications for design of teacher education and inservice teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10