Teachers’ Motivation Related to Teaching and Learning Processes

Santos, Bettina Steren dos; Antunes, Denise Dalpiaz; Mosquera, Juan José Mouriño; Stobäus, Claus Dieter

doi:10.4236/ce.2016.715202

Cited by 8 publications

(3 citation statements)

References 7 publications

(7 reference statements)

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“…In our research about motivation and the relation to other areas (Santos, Antunes, Mosquera, & Stobäus, 2016: p. 2011), we note that: […] and the categories we found are: 1) Initial conceptions that subjects bring on the subject motivation; 2) Relation between malaise/wellbeing and teacher's motivation; 3) Relation among self-image, self-esteem and motivation; 4) Cooperation for motivation in the profession. We stress the need and importance of conducting positive aspects re-lated to the subjectivity aspects of the teacher and students' relationships, remembering that the three components (knowledge, skills and attitudes/affect) interact constantly.…”

Section: Discussionmentioning

confidence: 93%

Teachers Dealing with Learning Difficulties during the Process of Schooling

Rozek¹,

Stobäus²

2016

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This paper presents a survey that aimed to detect the main learning difficulties presented by children and adolescents who received care in a psycho-pedagogical support service of g to a university in Rio Grande do Sul, between 2011 and 2012. The theoretical framework takes into account authors of Pedagogy, Psychology, Educational Psychology and Inclusive Education. Data collected from medical records of 28 children were analyzed using Content Analysis. The results show a high rate of affective and emotional difficulties of these children. The findings demonstrate the importance of understanding the role of emotional processes in the development of learning disabilities. In addition, it is necessary to reflect on teacher education that problematizes this issues. Education should not be limited to the ownership of a technical instrumental that offers a recipe for efficiency. The development of an appropriate education for children with emotional difficulties necessarily requires a teaching practice that reflects on the teacher-student-family-school relationships, investing in building a dialogue that respects the coexistence between the sides, characterized by listening the other, discovering their desires, understanding and respecting the student as a person who brings/carries their own history with their difficulties. But they should always be seen as a subject endowed with potentialities.

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Section: Discussionmentioning

confidence: 93%

Teachers Dealing with Learning Difficulties during the Process of Schooling

Rozek¹,

Stobäus²

2016

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“…Mathematics teachers with high levels of motivation are more likely to perform tasks efficiently. In order to overcome patterns for efficient educational practice, competent or better teachers have to travel a path that results in a greater awareness of teaching (Santos et al, 2016) via high motivation in mathematics TnL.…”

Section: Motivationmentioning

confidence: 99%

Factors influencing mathematics teachers’ pedagogical content knowledge: A systematic review

2023

pegegog

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Mathematics teachers play the most pivotal role in reflecting students' abilities and interests, providing a conceptual understanding through high PCK. However, research that comprehensively analyses the available literature relating to factors that could affect mathematics teachers' PCK is still lacking. There is a compelling demand to strengthen our present mathematics teachers in order to close this gap to boost their competence and raise their PCK level. As a result, the purpose of this research is to investigate the aspects that influence the PCK of mathematics teachers, with a focus on primary and secondary mathematics teachers. To perform the systematic review successfully, The Preferred Reporting Items for Systematic Review and Meta-Analyses (guidelines), Web of Science and Scopus (databases) were used to access the evaluated publications in this research from January 2018 to January 2022. The findings revealed that mathematics teachers' PCK is influenced by three types of factors: individual, professional, and organizational. Professional development and teaching experience are the two factors with the highest frequency and dominance. The outcomes of this research may be employed as a maneuverer for researchers in the field of mathematics education who are embarking on PCK studies. This article also makes recommendations for further research on mathematics teachers' PCK.

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“…Research conducted by (Santos et al, 2016) emphasizes the importance of carrying out positive activities that can increase the subjectivity of relationships in knowledge, skills, and attitudes. An increase in these relationships will increase the creativity and professionalism of educators in learning.…”

Section: Reflecting Knowledge On the Development Strategy That Knowledgementioning

confidence: 99%

Math Teachers' Professionalism After Motivation Training: A Contextual Approach

Taufik

Susanti

2023

AIJP

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Professional educators can carry out their primary duties as educators and teachers, including planning lessons, implementing, and evaluating learning outcomes according to their fields. The problem of competence is one of the factors in the development of the educator as a professional position. It is necessary to research the formulation of how professional mathematics educators are after giving motivation training using a contextual approach. The type of research used is descriptive with a qualitative approach. Observation and questionnaires are data collection techniques used to collect data. Observations were made to obtain information about how the implementation of learning was carried out by educators after the motivation training. At the same time, the questionnaire was used to collect data related to the effect of giving motivation training. Analysis of the data used in this study is to examine the results of observations and the questionnaire results. Then the results are described with support and strengthened by the findings during the implementation of activities. The results showed that the analysis of the provision of motivation with a contextual approach carried out had a good impact on the quality of learning.

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Teachers’ Motivation Related to Teaching and Learning Processes

Cited by 8 publications

References 7 publications

Teachers Dealing with Learning Difficulties during the Process of Schooling

Teachers Dealing with Learning Difficulties during the Process of Schooling

Factors influencing mathematics teachers’ pedagogical content knowledge: A systematic review

Math Teachers' Professionalism After Motivation Training: A Contextual Approach

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