A Preliminary Examination of Teachers’ and Students’ Perspectives on Autonomy-Supportive Instructional Behaviors
The present study focuses on the perspectives of teachers and students in Singapore schools after an autonomy-supportive classroom intervention. Nurturing of students to become motivated and self-regulated learners can be achieved by promoting an autonomy-supportive learning climate. This study exam...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Hipatia Press
2015-06-01
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| Series: | Qualitative Research in Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.17583/qre.2015.1463 |
| _version_ | 1818535850369089536 |
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| author | Betsy Ng Woon Chia Liu C. K. John Wang |
| author_facet | Betsy Ng Woon Chia Liu C. K. John Wang |
| author_sort | Betsy Ng |
| collection | DOAJ |
| description | The present study focuses on the perspectives of teachers and students in Singapore schools after an autonomy-supportive classroom intervention. Nurturing of students to become motivated and self-regulated learners can be achieved by promoting an autonomy-supportive learning climate. This study examines the perspectives of teachers and students in an in-depth and meaningful manner after the classroom intervention. Through students’ viewpoints, teachers can understand their structure of teaching style and students’ expectations. Findings of semi-structured interviews with students and teachers were analyzed, with emerging themes discussed in the context of literature. Based on qualitative data, this preliminary study explores a rich and meaningful insight to students’ expectations of their teachers and teachers’ expectations towards their students. The qualitative data provided relevant and practical insights into the classroom intervention, suggesting that teachers should be aware of their instructional behaviors in class as such acts might have ramification on students’ perception, motivation and learning. Limitations and implications are also discussed. |
| first_indexed | 2024-12-11T18:30:25Z |
| format | Article |
| id | doaj.art-51f864175aeb4af786af2aa8c50a11b6 |
| institution | Directory Open Access Journal |
| issn | 2014-6418 2014-6418 |
| language | English |
| last_indexed | 2024-12-11T18:30:25Z |
| publishDate | 2015-06-01 |
| publisher | Hipatia Press |
| record_format | Article |
| series | Qualitative Research in Education |
| spelling | doaj.art-51f864175aeb4af786af2aa8c50a11b62022-12-22T00:54:55ZengHipatia PressQualitative Research in Education2014-64182014-64182015-06-014219222110.17583/qre.2015.1463A Preliminary Examination of Teachers’ and Students’ Perspectives on Autonomy-Supportive Instructional BehaviorsBetsy Ng0Woon Chia Liu1C. K. John Wang2Nanyang Technological UniversityNanyang Technological UniversityNanyang Technological UniversityThe present study focuses on the perspectives of teachers and students in Singapore schools after an autonomy-supportive classroom intervention. Nurturing of students to become motivated and self-regulated learners can be achieved by promoting an autonomy-supportive learning climate. This study examines the perspectives of teachers and students in an in-depth and meaningful manner after the classroom intervention. Through students’ viewpoints, teachers can understand their structure of teaching style and students’ expectations. Findings of semi-structured interviews with students and teachers were analyzed, with emerging themes discussed in the context of literature. Based on qualitative data, this preliminary study explores a rich and meaningful insight to students’ expectations of their teachers and teachers’ expectations towards their students. The qualitative data provided relevant and practical insights into the classroom intervention, suggesting that teachers should be aware of their instructional behaviors in class as such acts might have ramification on students’ perception, motivation and learning. Limitations and implications are also discussed.http://dx.doi.org/10.17583/qre.2015.1463 autonomy-supportiveexpectationslearningmotivationsemi-structured interviews |
| spellingShingle | Betsy Ng Woon Chia Liu C. K. John Wang A Preliminary Examination of Teachers’ and Students’ Perspectives on Autonomy-Supportive Instructional Behaviors Qualitative Research in Education autonomy-supportive expectations learning motivation semi-structured interviews |
| title | A Preliminary Examination of Teachers’ and Students’ Perspectives on Autonomy-Supportive Instructional Behaviors |
| title_full | A Preliminary Examination of Teachers’ and Students’ Perspectives on Autonomy-Supportive Instructional Behaviors |
| title_fullStr | A Preliminary Examination of Teachers’ and Students’ Perspectives on Autonomy-Supportive Instructional Behaviors |
| title_full_unstemmed | A Preliminary Examination of Teachers’ and Students’ Perspectives on Autonomy-Supportive Instructional Behaviors |
| title_short | A Preliminary Examination of Teachers’ and Students’ Perspectives on Autonomy-Supportive Instructional Behaviors |
| title_sort | preliminary examination of teachers and students perspectives on autonomy supportive instructional behaviors |
| topic | autonomy-supportive expectations learning motivation semi-structured interviews |
| url | http://dx.doi.org/10.17583/qre.2015.1463 |
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