Using motivational theory to enrich IBSE teaching practices

Hanne Møller Andersen, Lars Brian Krogh

Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskningpeer review

Abstract

This contribution is about teacher professional development, engaging teachers with motivational theory in order to enhance their classroom practices. A multidimensional motivational framework, CARTAGO, is derived from a pragmatic literature review of motivational theories. The framework comprises select motivational constructs and related recommendations for practice. It has been used to design teacher professional development workshops and as a tool for participating teachers' planning and reflection on motivational teaching. In this section we also describe some major design principles and strategies used to facilitate teachers’ transformation of motivational theory into classroom practice. Along the way we offer examples of teachers’ responses and evaluation of various elements. These data come from interviews, questionnaires, essays, and videos (classroom and workshops) from EU-funded development project "Enhancing teachers’ capacity to motivate".
OriginalsprogEngelsk
TitelProfessional Development for Inquiry-Based Science Teaching and Learning
RedaktørerOlia E. Tsivitanidou, Peter Gray, Eliza Rybska, Loucas Louca, Costas P. Constantinou
UdgivelsesstedCham
ForlagSpringer
Publikationsdato15 sep. 2018
Sider87-103
ISBN (Trykt)978-3-319-91405-3
ISBN (Elektronisk)978-3-319-91406-0
DOI
StatusUdgivet - 15 sep. 2018
NavnContributions from Science Education Research
Vol/bind5

Emneord

  • Læring, pædagogik og undervisning
  • motivation

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