Student teachers’ motivation matters!
This study is based on the approach that not only the quality of a course is significant for the learning output but also individual aspects of dealing with the requirements and of mastering them. It examines a situated and problem based learning arrangement of a course. Students have to acquire kn...
| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Transilvania University of Brasov Publishing House
2016-11-01
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| Series: | Bulletin of the Transilvania University of Braşov: Series VII: Social Sciences, Law |
| Subjects: | |
| Online Access: | http://webbut.unitbv.ro/Bulletin/Series%20VII/FIS/02_KELLER_Schneider.pdf |
| _version_ | 1797968960158695424 |
|---|---|
| author | M. KELLER-SCHNEIDER |
| author_facet | M. KELLER-SCHNEIDER |
| author_sort | M. KELLER-SCHNEIDER |
| collection | DOAJ |
| description | This study is based on the approach that not only the quality of a
course is significant for the learning output but also individual aspects of dealing with the requirements and of mastering them. It examines a situated and problem based learning arrangement of a course. Students have to acquire knowledge, analyse authentic situations at school, create a learning situation themselves and evaluate this lessons as an own case study, focused on the learning of the students and the fit of the support of the teachers to
their learning. Based on a goal focused self-assessment, we investigate the effect of student teachers’ evaluation of the quality of the course (1), their use of different learning settings and different learning strategies (2), their work motivation and their volition to reach the goals (3) on their learning output of the course. Results of regression analyses show that each of these approaches contribute to the explained variance of the learning output; the quality of the course explains 16% (1), the use of the learning opportunities 33% (2) and motivational factors 31% (3). A conclusion for teacher education is that good qualified courses are essential, but student teachers’ motivation to deal with the requirements of a demanding learning arrangement is significant for their professionalization. |
| first_indexed | 2024-04-11T02:54:43Z |
| format | Article |
| id | doaj.art-fc4ea97cb47e4958bdc19f1ce02c6ee0 |
| institution | Directory Open Access Journal |
| issn | 2066-7701 2066-771X |
| language | English |
| last_indexed | 2024-04-11T02:54:43Z |
| publishDate | 2016-11-01 |
| publisher | Transilvania University of Brasov Publishing House |
| record_format | Article |
| series | Bulletin of the Transilvania University of Braşov: Series VII: Social Sciences, Law |
| spelling | doaj.art-fc4ea97cb47e4958bdc19f1ce02c6ee02023-01-02T15:38:42ZengTransilvania University of Brasov Publishing HouseBulletin of the Transilvania University of Braşov: Series VII: Social Sciences, Law2066-77012066-771X2016-11-019(58)Special Issue1524Student teachers’ motivation matters!M. KELLER-SCHNEIDER0Zurich University of Teacher EducationThis study is based on the approach that not only the quality of a course is significant for the learning output but also individual aspects of dealing with the requirements and of mastering them. It examines a situated and problem based learning arrangement of a course. Students have to acquire knowledge, analyse authentic situations at school, create a learning situation themselves and evaluate this lessons as an own case study, focused on the learning of the students and the fit of the support of the teachers to their learning. Based on a goal focused self-assessment, we investigate the effect of student teachers’ evaluation of the quality of the course (1), their use of different learning settings and different learning strategies (2), their work motivation and their volition to reach the goals (3) on their learning output of the course. Results of regression analyses show that each of these approaches contribute to the explained variance of the learning output; the quality of the course explains 16% (1), the use of the learning opportunities 33% (2) and motivational factors 31% (3). A conclusion for teacher education is that good qualified courses are essential, but student teachers’ motivation to deal with the requirements of a demanding learning arrangement is significant for their professionalization.http://webbut.unitbv.ro/Bulletin/Series%20VII/FIS/02_KELLER_Schneider.pdfteacher educationprofessionalizationlearning strategiesmotivationregression analyses.regression analysis |
| spellingShingle | M. KELLER-SCHNEIDER Student teachers’ motivation matters! Bulletin of the Transilvania University of Braşov: Series VII: Social Sciences, Law teacher education professionalization learning strategies motivation regression analyses. regression analysis |
| title | Student teachers’ motivation matters! |
| title_full | Student teachers’ motivation matters! |
| title_fullStr | Student teachers’ motivation matters! |
| title_full_unstemmed | Student teachers’ motivation matters! |
| title_short | Student teachers’ motivation matters! |
| title_sort | student teachers motivation matters |
| topic | teacher education professionalization learning strategies motivation regression analyses. regression analysis |
| url | http://webbut.unitbv.ro/Bulletin/Series%20VII/FIS/02_KELLER_Schneider.pdf |
| work_keys_str_mv | AT mkellerschneider studentteachersmotivationmatters |