A Pedagogical model of autonomy, competence and relatedness for pre-service teacher educators

McLennan, Brad; McIlveen, Peter; Perera, Harsha N.

doi:10.1080/02607476.2021.1876500

Cited by 5 publications

(4 citation statements)

References 19 publications

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“…For instance, Antonia (4 years of teaching experience; public school) explained: “My environment at work is good…. My colleagues had more experience than me and they gave me tips or taught me some things that I couldn’t think of because only experience could.” Relatedness as a motivational factor seems to require further attention in future TM research (see McLennan et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?

Sato

Castillo²,

Oyanedel

2022

Front. Psychol.

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This study examined the relationships between teacher motivation (TM) and perceived burnout of English-as-a-foreign-language (EFL) teachers in Chile. A particular focus was given to demotivators and their impact on TM and burnout. The impact of COVID-19 was considered. Given that EFL teachers tend to be second language (L2) learners of English themselves, the study also investigated how TM and L2 motivation interact with each other. The participants were 154 school-level teachers with a range of backgrounds (teaching experience, geographic areas, and school sectors). In the questionnaire, four scales were included: (a) autonomous motivation for teaching; (b) demotivators; (c) perceived burnout; and (d) L2 motivation. Fifteen teachers were interviewed in order to triangulate the survey results. Structural equation modeling showed that TM negatively predicted perceived burnout, suggesting that it can counter teachers’ emotional exhaustion and their perceived lack of personal accomplishment. Demotivators predicted TM positively, albeit weakly. L2 motivation was found to be only weakly related to TM. Qualitative findings indicated that teaching experience mediated the role that demotivators played in relation to TM. Experienced teachers, especially those who held intrinsic motivation to teach, channeled the impact of demotivators, including those relating to the pandemic, to a positive motivational force to teach. The study implies the importance of considering teachers as agents and devising an educational system in which their mental health is prioritized.

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Section: Discussionmentioning

confidence: 99%

Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?

Sato

Castillo²,

Oyanedel

2022

Front. Psychol.

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“…Stimulating PSTs' PC is essential during the teaching practicum within the teacher education programs [23]. Some studies showed that stimulating PSTs' PC development can be conducted through reflection on the motivation model or pedagogical practice model as a self-determination theory-based model [24], reflection on lesson planning as stimulating teachers' tasks for the teaching profession [18], and reflection on environmental complexity experience [25]. However, following the five elements of the PC framework [21], [26] recommends that PSTs might reflect on involving knowledge into three kinds of knowledgeknow-why, know-how, and know-whatto develop each of the five elements of PC.…”

Section: Focusing On the Stimulation Of Psts' Pcmentioning

confidence: 99%

Critical Reflection on ELT Practicum: Stimulating Preservice Teachers’ Pedagogical Competence for Transformative Learning

Miftah,

Widiati,

Wulyani

2023

Advances in Social Science, Education and Humanities Research

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In the teaching practicum programs, stimulating ESL/EFL preservice teachers' (PSTs) pedagogical competence is essential in the transformative learning (TL) framework. This paper discusses stimulating PSTs' pedagogical competence (PC) for TL through critical reflection on ELT practicum. Critical reflection on the teaching practicum experiences can stimulate PSTs in enhancing PC for their professional development in preparing for future teaching careers. Through critical reflection on the teaching practicum experiences, PSTs learn from the reflective practices to stimulate their PC, which is very influential in undergoing the teaching and learning process to achieve successful learning and improve students' learning achievement. In the process of critical reflection, PSTs' PC can be reflections toward better practices as the PC taxonomy shows its role in developing PSTs' PC. A design of intervention for the change of PSTs' beliefs of teaching and learning during the teaching practicum leads them to transform PC into practices. Critical reflection value becomes essential for teacher educators, and it would emphasize teacher education programs. It positively contributes to training and creating PSTs' habits of mind for continuous growth, and they would develop and advance in carrying out their teaching profession. Thus, critical reflection on the teaching practicum of the English education programs in the Indonesian EFL context becomes a stimulus for PSTs' professional development, particularly in stimulating PC for TL to frame their identity as professional teachers.

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“…This leads to potentially further scopes of application for SDT and achievement emotions. In other contexts, like school and undergraduate education where both SDT and achievement emotions were already applied separately (e.g., Pekrun, 2006;Pekrun and Stephens, 2010;Goodman et al, 2021;Jeno et al, 2021;McLennan et al, 2021) combined investigations of basic needs support and achievement emotions could be beneficial.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

Basic needs support and achievement emotions in daily research of life scientists considering academic positions

2022

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Emotions are a crucial factor in daily research of academic staff and, accordingly, affect scientific progress. Already before but especially during the COVID-19 pandemic, the strong connection between working conditions and work-related emotional states as antecedents for mental health of academic staff gained more and more attention. However, in depths investigations of researchers’ emotions in academia are still rare. In the highly competitive field of academia, experiencing the working environments as supportive may be an important influential factor for researchers’ emotions. On a structural level, academic positions may also be tied to different emotional experiences. Taking a Self-Determination Theory approach, we therefore investigate, whether a basic need-supportive environment (regarding perceived competence and autonomy support, and social relatedness to the scientific community) and the academic position (research assistants without leading responsibility and principle investigators with leading responsibility) predict activity-related achievement emotions (enjoyment, anger, frustration, and boredom) during daily research activities. However, measurements on basic needs support and achievement emotions tailored to the specific academic research context are lacking. Therefore, this study is aimed at developing fitted scales on these constructs. In a cross-sectional survey, we questioned N = 250 life scientists in 13 German universities. Results of multiple linear regression analyses suggest that supportive environments in academia were positively associated to the level of experienced enjoyment and negatively to the level of experienced frustration. Surprisingly, social relatedness to the scientific community does not affect frustration. Principle investigators report a more favorable emotional pattern with higher levels of enjoyment than research assistants. However, the level of experienced frustration was not affected by the academic position. The scales on anger and boredom seemed not to differentiate emotional experiences on these two negative achievement emotions in the research context accurately. Therefore, we needed to exclude anger and boredom from analyzes. Further research on these achievement emotions is needed. We discuss our findings on enjoyment and frustration and derive both theoretical and practical implications, taking an international and interdisciplinary perspective.

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A Pedagogical model of autonomy, competence and relatedness for pre-service teacher educators

Cited by 5 publications

References 19 publications

Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?

Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?

Critical Reflection on ELT Practicum: Stimulating Preservice Teachers’ Pedagogical Competence for Transformative Learning

Basic needs support and achievement emotions in daily research of life scientists considering academic positions

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