NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ922773
Record Type: Journal
Publication Date: 2009-Dec
Pages: 19
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0313-5373
"Motivation in Action" in a Collaborative Primary Classroom: Developing and Sustaining Teacher Motivation
Morcom, Veronica; MacCallum, Judith
Australian Journal of Teacher Education, v34 n6 p23-40 Dec 2009
This paper examines how the process of scaffolding students to solve their social issues developed mature participation for both the teacher and students. A sociocultural perspective framed the research as the underlying assumption is that students learn from each other, mediated by the teacher or more capable peers. The study provides evidence that teachers play a significant role in mediating positive relationships amongst peers, which in this case, sustained the teacher's motivation to engage in the challenging and at times exhausting process. The teacher used weekly class meetings to negotiate with students how to share "power" and model democratic decision-making. The "bottom-up" approach of this research, links not only to teacher motivation but contributes to much needed research on how teachers can effectively cater for the diversity of students in their class, through their professional learning and development. (Contains 3 tables and 1 figure.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia