NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ802383
Record Type: Journal
Publication Date: 2007-Dec-3
Pages: 28
Abstractor: As Provided
Reference Count: 73
ISSN: ISSN-1696-2095
A Cross Cultural Analysis of Motivational Factors that Influence Teacher Identity
Cardelle-Elawar, Maria; Irwin, Leslie; Sanz de Acedo Lizarraga, Maria Luisa
Electronic Journal of Research in Educational Psychology, v5 n3 p565-592 Dec 2007
This qualitative study describes the outcomes of teachers from three different countries (Ghana, Spain, and USA) enrolled in a graduate educational psychology class taught by the authors. A theory-into-practice teaching approach was used to encourage in-service teachers to conduct a research process guided by the instructors. Participants engaged in a metacognitive, self-regulated, narrative-inquiry process that allowed them to situate themselves within educational, historical, and political contexts. The participants followed an interview protocol in pairs where they asked each other a series of questions related to their experience in becoming teachers and what keeps them teaching. Meaningful descriptive narratives summarizing the interview results were analyzed for generative themes. Implications for teaching and research with references to metacognitive self-regulatory practices are discussed. (Contains 4 tables.)
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: Teachers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana; Spain; United States