ERIC Number: EJ1027969
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
EISSN: N/A
Impact of Structured Group Activities on Pre-Service Teachers' Beliefs about Classroom Motivation: An Exploratory Study
Mansfield, Caroline F.; Volet, Simone E.
Journal of Education for Teaching: International Research and Pedagogy, v40 n2 p155-172 2014
Pre-service teachers' beliefs about classroom motivation, and how these beliefs may be developed during initial teacher preparation, is a relatively new aspect of enquiry in the fields of motivation and teacher education. An empirical study, grounded in a social constructivist perspective, was designed to examine the impact of providing pre-service teachers with opportunities to develop their existing beliefs about classroom motivation in interaction with peers. Participants were 53 teacher education students who participated in three semi-structured small group seminars, involving guided reflection and collaborative activities. Data were collected through matched pre- and post-questionnaires, and a final individual interview. The findings show that pre-service teachers' initial beliefs about classroom motivation can be consolidated and expanded through engagement in semi-structured collaborative learning activities that induce in-depth reflection and examination of beliefs, and in authentic problem-solving situations that connect with theory. Implications for further research and teacher education are discussed.
Descriptors: Preservice Teachers, Preservice Teacher Education, Teacher Attitudes, Beliefs, Student Motivation, Constructivism (Learning), Semi Structured Interviews, Questionnaires, Seminars, Small Group Instruction, Cooperative Learning, Problem Solving, Educational Psychology, Cultural Influences, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A