Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement
This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary s...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2021-11-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/11/11/705 |
| _version_ | 1797510609671028736 |
|---|---|
| author | Dolors Cañabate Maria Eugènia Gras Teresa Serra Jordi Colomer |
| author_facet | Dolors Cañabate Maria Eugènia Gras Teresa Serra Jordi Colomer |
| author_sort | Dolors Cañabate |
| collection | DOAJ |
| description | This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs’ perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher’s role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers’ involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students’ perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students’ achievement, on the other hand, was a process that relied on the synergies between the teachers’ involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach. |
| first_indexed | 2024-03-10T05:33:35Z |
| format | Article |
| id | doaj.art-b70976d7b6034d15a06db2238b02f695 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T05:33:35Z |
| publishDate | 2021-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-b70976d7b6034d15a06db2238b02f6952023-11-22T23:05:30ZengMDPI AGEducation Sciences2227-71022021-11-01111170510.3390/educsci11110705Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ AchievementDolors Cañabate0Maria Eugènia Gras1Teresa Serra2Jordi Colomer3Department of Specific Didactics, University of Girona, 17004 Girona, SpainDepartment of Psychology and Quality of Life Research Institute, University of Girona, 17004 Girona, SpainDepartment of Physics, University of Girona, 17003 Girona, SpainTeaching Innovation Networks on Reflective and Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, SpainThis paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs’ perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher’s role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers’ involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students’ perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students’ achievement, on the other hand, was a process that relied on the synergies between the teachers’ involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach.https://www.mdpi.com/2227-7102/11/11/705need-supportive teachingmotivationautonomy supportstructureinvolvement |
| spellingShingle | Dolors Cañabate Maria Eugènia Gras Teresa Serra Jordi Colomer Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement Education Sciences need-supportive teaching motivation autonomy support structure involvement |
| title | Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement |
| title_full | Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement |
| title_fullStr | Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement |
| title_full_unstemmed | Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement |
| title_short | Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement |
| title_sort | cooperative approaches and academic motivation towards enhancing pre service teachers achievement |
| topic | need-supportive teaching motivation autonomy support structure involvement |
| url | https://www.mdpi.com/2227-7102/11/11/705 |
| work_keys_str_mv | AT dolorscanabate cooperativeapproachesandacademicmotivationtowardsenhancingpreserviceteachersachievement AT mariaeugeniagras cooperativeapproachesandacademicmotivationtowardsenhancingpreserviceteachersachievement AT teresaserra cooperativeapproachesandacademicmotivationtowardsenhancingpreserviceteachersachievement AT jordicolomer cooperativeapproachesandacademicmotivationtowardsenhancingpreserviceteachersachievement |