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".
| Original language | English |
|---|---|
| Title of host publication | Professional Development for Inquiry-Based Science Teaching and Learning |
| Editors | Olia E. Tsivitanidou, Peter Gray, Eliza Rybska, Loucas Louca, Costas P. Constantinou |
| Place of Publication | Cham |
| Publisher | Springer |
| Publication date | 15 Sept 2018 |
| Pages | 87-103 |
| ISBN (Print) | 978-3-319-91405-3 |
| ISBN (Electronic) | 978-3-319-91406-0 |
| DOIs | |
| Publication status | Published - 15 Sept 2018 |
Keywords
- motivation
- learning, educational science and teaching