Abstract
In contemporary educational policy and leadership motivation seems to be staged as the problem as well as the solution. In that sense motivation is not only a question for theories of learning, but a key problem for educational leadership. To motivate means to move and lead through the inner forces of someone. But as motivation cannot be taken for granted it seems to be important to mobilize and modulate it (Staunæs, Nissen & Raffnsøe 2015). To make this happen, motivational technologies are invented in order to produce modes of being, where the attunement of motivation becomes pivotal and thereby make students themselves engage intensively in learning (Bjerg & Staunæs 2016).
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 25 aug. 2016 |
| Antal sider | 1 |
| Status | Udgivet - 25 aug. 2016 |
| Begivenhed | ECER 2016: Leading Education: The Distinct Contributions of Educational Research and Researchers - University College Dublin, Belfield, Dublin 4, Ireland, Dublin, Irland Varighed: 23 aug. 2016 → 26 aug. 2016 http://www.eera-ecer.de/ecer-2016-dublin/ |
Konference
| Konference | ECER 2016 |
|---|---|
| Lokation | University College Dublin, Belfield, Dublin 4, Ireland |
| Land/Område | Irland |
| By | Dublin |
| Periode | 23/08/16 → 26/08/16 |
| Internetadresse |
Emneord
- Børn og unge
- Skoler, fag og institutioner
- Ledelse, organisationsudvikling og innovation
- motivation
- Undersøgelsesdesign, teori og metode