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Final Conference Agenda

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Session Overview
Session
POS-2: Motivation for Teaching
Time: Tuesday, 28/Aug/2012: 10:30am - 11:30am
Location: 0.251
n=60

Presentations

Passion for teaching: relationships with job satisfaction, self-efficacy, positive affect, and subjective happiness.

Angelica Moè

University of Padua, Italy

Previous research has shown that an harmonious passion for teaching reduces the risk of burnout and increases job satisfaction. However, the relationships with motivational and emotional aspects, such as self-efficacy, positive affect and subjective happiness have not yet been assessed. This study tested the hypothesis that a passion for teaching relates positively with these motivational, and affective aspects, providing it is an harmonious passion. Two hundred and ten teachers filled in a booklet of questionnaires aimed at assessing their passion for teaching, job satisfaction, affect, subjective happiness, and self-efficacy beliefs. The results confirmed that an harmonious passion for teaching relates positively with all the aspects considered and is affected mainly by job satisfaction, self-efficacy and positive affect. The discussion focuses on the importance of motivational aspects in shaping ‘effective teachers’.

Effectiveness of Induction Year Programme - what matters the most?

Merilyn Meristo

Tallinn University, Estonia

Many novice teachers experience difficulties starting their careers at school and many of them leave the profession. A support programme for novice teachers, the Induction Year Programme, has been running now for eight years in Estonia. However, it is not clear how the Induction Year Programme has influenced Estonian teachers’ decisions to stay in the profession. The main aim of this research is to evaluate teachers’ perceptions and appraisal of the Induction Year Programme by measuring participants’ job satisfaction, self-efficacy, motivation and sense of community and by determining their internal connectedness, and by comparing two groups of teachers: those who have participated in the Induction Year Programme and those who have not. We expect that the relationships between participation and the above mentioned variables are more positive among teachers who have participated in the Induction Year Programme than among those teachers who have not participated in it. The study utilises a correlational design. The role of induction year as predictor of job satisfaction and motivation is investigated. The data for this study was collected with the use of four questionnaires that had been validated by researchers during previous studies. The practical outcome of the study will be implemented into both pre-and in-service teacher education and the theoretical outcome contributes to the better understanding of factors influencing teachers’ professional development in a school context.

A Qualitative Analysis of Academic Disengagement Among Japanese Pre-service Foreign Language Teachers

William Ludwell Quint Oga-Baldwin

Fukuoka University of Education, Japan

The study of teacher education internationally has indicated that teachers’ motivations and orientations toward teaching relate to the quality of the teachers they become. This motivation can be observed through the way pre-service teachers interact with their academic work. This study aims to qualitatively document reasons pre-service teachers report for entering a teacher education program and engaging in teacher preparation. Twenty-six Japanese pre-service English teachers were interviewed, and results were explored for repeating patterns using an interpretivist phenomenological approach to qualitative analysis, following theoretical guidelines from an expectancy-value framework. Codes assigned to the phenomenological patterns found in the data were a proclaimed interest in English (value), perceived lack of accountability in first and second year studies (expectancy), competing desire to spend time in non-academic pursuits (value), perceived inability to learn English in Japan (expectancy), external guidance towards a prestigious university (value), and the presence and influence of low-engagement peers (expectancy). Patterns found indicate that these pre-service teachers’ may not be strongly instrumentally oriented toward the study of English or pedagogy, and that the study environment may not provide students with significant subjective task value for independent study. While the results require in-depth statistical verification of the qualitative information presented, they also may indicate the need for a greater focus on induction into the goals of the teacher training program to create successful outcomes.

The role of teacher’s implicit theory of motivation in the classroom

Michaela Radimska

University of South Bohemia, Czech Republic

The poster will present my PhD research project which focuses on the relation between teachers’ implicit theories of motivation and the use of motivational strategies in real situations in school.

Teachers learn about new theories and research outcomes how to motivate children but even if they accept new ideas they are not always able to use the appropriate strategies in real situations. Multiple factors influence the choice of strategies used in class, e. g. teacher’s personality and education, climate of the workplace (school where they teach), social and cultural context, educational policy, and also teachers’ implicit theories of motivation. My research will focus on the role of the latter one.

The poster will present the theoretical background of my research, its schedule and the methodological problems which are not plainly solved at this moment but should be solved until the symposium.

Theoretical background of the research concerns two main fields: theories of motivation, especially motivation to learn (Boekaerts, Deci, Dweck, Elliot, Pekrun, Pintrich, Ryan) and concept of implicit theories. As I have not found yet any research of teachers’ implicit theories of motivation, I will start with broader concepts of implicit theories in educational and managerial context and I will try to apply it to the motivation.

As the project has started in the academic year 2011/2012, I am still specifying the sample and the methods of the research (e.g. semi-structured interviews with teachers, documentary research, observation in classroom). The data collection is planned for the next academic year.

The Teachers’ Sense of Efficacy Scale: Confirming the Factor Structure with Beginning Pre-service Teachers

Lisa C. Duffin1, Brian F. French2, Helen Patrick3

1Western Kentucky University, United States of America; 2Washington State University; 3Purdue University

This study examined the factor structure of the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) long form using TSES scores of 2 different samples of pre-service teachers. More specifically, we examined scores from pre-service teachers who were at the beginning stage of teacher development using confirmatory factor analysis (CFA) to gather internal structure score validity evidence. Two plausible rival models derived from prior research were tested using CFA: a 1-factor model (Fives & Buehl, 2010; Tschannen-Moran & Woolfolk Hoy, 2001) and a 3-factor model (Poulou, 2007). Results showed good fit for both models; however, high inter-factor correlations indicate strong support for the unidimensional model. Findings suggest that pre-service teachers who lack pedagogical knowledge and teaching experience do not differentiate between the different aspects of teaching measured by the TSES. Questions for future research are raised.

Teaching at university: an emotional practice?

Gerda Hagenauer, Simone Volet

Murdoch University, Australia

The present study explores the emotional experiences of university teachers during teacher-student interactions. While the body of research on teachers emotions in the school context continually grows this field is still under-researched in the higher education context. Based on a cognitive approach to emotions we aim to shed light on the emotions of university teachers, their antecedents and their consequences.

Methodologically a qualitative orientated approach is applied. Twelve experienced university teachers in preservice education at two different public universities in Western Australia are interviewed by using in-depth interviews. In the first interview they reflect on emotional experiences in university teaching generally, in the second they report situated emotional episodes as experienced while teaching one of their current classes of students. Interviews were 50 minutes on average. They were audiotaped and transcribed verbatim.

At the time point of submitting the proposal, data collection and analysis are still in progress Qualitative content analysis is applied for analysis. Preliminary findings show that teachers’ experience a variety of positive and negative emotions (e.g. anger, enjoyment). The cognitive evaluation of the situation (e.g. control cognitions, expectation fulfilment or nonfulfilment) appears as an important antecedent of specific emotional experiences. Furthermore, results indicate that teachers’ emotions do affect their teaching practice (e.g. use of humour) and teaching satisfaction.

The results will be discussed in terms of practical and theoretical implications.


The Influence of Teachers’ Emotions on Students’ Self-Concepts and Attributions

Jamie Lynn Taxer1, Anne Frenzel2

1University of Augsburg, Germany; 2Universtiy of Augsburg, Germany

Research on teachers’ emotions and specifically the effect teachers’ emotions may have on students is still lacking. By replicating and expanding on studies conducted by Rustemeyer (1984) and Graham (1984), we examined the influence anger and pity from others has on causal attributions, self-concepts, and performance following failure. In the current study, participants were induced to fail a cognitive task and an experimenter reacted with either anger or pity. Participants’ self-concepts for the cognitive task, causal attribution, and the perceived causal attribution of the teacher were measured. The results show that participants who were shown pity had a significantly lower self-concept and were more likely to perceive that the teacher attributed their failure to lack of ability, as opposed to lack of effort, than participants who were shown anger. The emotion, however, did not influence the students’ scores on the cognitive test. This study underscores the potential relevance of teachers’ emotions for their students and forms the bases of the research design for a second study which is currently in the data collection phase.


 
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