Secondary Teachers' Perceptions of the Importance of Pedagogical Approaches to Support Students' Behavioural, Emotional and Cognitive Engagement

Autor/inn/en	Kelly, Megan L.; Yeigh, Tony; Hudson, Suzanne; Willis, Royce; Lee, Megan
Titel	Secondary Teachers' Perceptions of the Importance of Pedagogical Approaches to Support Students' Behavioural, Emotional and Cognitive Engagement
Quelle	In: Australian Educational Researcher, 50 (2023) 4, S.1025-1047 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelly, Megan L.) ORCID (Yeigh, Tony) ORCID (Hudson, Suzanne) ORCID (Willis, Royce) ORCID (Lee, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00540-5
Schlagwörter	Secondary School Teachers; Student Behavior; Emotional Development; Cognitive Development; Learner Engagement; Foreign Countries; Teaching Methods; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Gefühlsbildung; Kognitive Entwicklung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Australien
Abstract	This article reports on original research investigating the pivotal role that teachers play in student engagement, using a tri-dimensional framework. This framework identifies how teachers' pedagogical choices impact student engagement in ways that influence students' external behaviours, internal emotions and internal cognitions. A questionnaire was developed to explore secondary teachers' (n = 223) perceptions of pedagogies that support students' behavioural, emotional and cognitive engagement in the classroom. Findings revealed that female participants placed higher importance on pedagogies that support students' cognitive and behavioural engagement, and participants with leadership roles placed higher importance on pedagogies that support students' cognitive and emotional engagement. Also emerging from the research was a negative correlation between the importance teachers placed on pedagogies that support cognitive and behavioural engagement and their school's ICSEA value (the measure of socio-educational advantage in Australian schools). Overall, results support the tri-dimensional framework of student engagement utilised in this study and provide a robust framework for future research to further explore teachers' pedagogical choices and how these choices impact student engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01