crta
Hrvatska znanstvena Sekcija img
bibliografija
3 gif
 Naslovna
 O projektu
 FAQ
 Kontakt
4 gif
Pregledavanje radova
Jednostavno pretraživanje
Napredno pretraživanje
Skupni podaci
Upis novih radova
Upute
Ispravci prijavljenih radova
Ostale bibliografije
Slični projekti
 Bibliografske baze podataka

Pregled bibliografske jedinice broj: 465918

Zbornik radova

Autori: Pavin Ivanec Tea; Marušić, Iris; Vizek Vidović, Vlasta
Naslov: First-Year Teacher Students’ Motivation to Teach and Beliefs about Teaching
Izvornik: Theory and Evidence in European Educational Research
Skup: ECER 2009 - "Theory and Evidence in European Educational Research"
Mjesto i datum: Beč, 28-30. 9. 2009
Ključne riječi: teacher students; motivation to teach; beliefs about teaching
Sažetak:
The aim of this research was to examine the relationship between first-year teacher students’ conception of teaching as a student-oriented process, high-school grades and different types of motivation for the teaching profession. This research is conducted as a part of the larger project on professional development of student teachers during their pre-service education. The sample consisted of 125 first-year students enrolled at Teachers’ Faculty, University of Zagreb. A series of questionnaires were administered measuring various aspects of students’ approaches to learning and teaching. Factor analysis of the Motivation To Teach scale indicated three factors: intrinsic, identified and extrinsic motivation. Two-way ANOVA was conducted in order to examine whether students with different grades and with different level of student-oriented conception of teaching differ in their intrinsic, identified and extrinsic motivation to teach. Results indicate that students whose conception of teaching is more student-oriented also express higher level of intrinsic motivation to teach regardless of their high-school grades (F(1, 94)=4, 70 ; p=.033). Significant interaction between high-school grades and student-oriented conception of teaching (F(1, 94)=6, 46 ; p=.013) indicated that students with lower grades and less student-oriented conceptions of teaching express lower level of intrinsic motivation to teach.Results obtained in this study indicate the importance of student-oriented conception of teaching as a good basis for intrinsic motivation to teach. Consequently, we could recommend raising student conscientiousness about implicit role of their conceptions of teaching in their future profession and classroom activities.
Vrsta sudjelovanja: Poster
Vrsta prezentacije u zborniku: Sažetak
Vrsta recenzije: Nema recenziju
Projekt / tema: 100-1001677-0880
Izvorni jezik: ENG
Kategorija: Ostalo
Znanstvena područja:
Psihologija
Upisao u CROSBI: iris@idi.hr (iris@idi.hr), 8. Tra. 2010. u 13:01 sati



Verzija za printanje   za tiskati


upomoc
foot_4