The Relationship Between Teachers' Perceptions of Student Motivation and Engagement and Teachers' Enjoyment of and Confidence in Teaching

2006 ◽  
Vol 34 (1) ◽  
pp. 73-93 ◽  
Author(s):  
Andrew J. Martin
Keyword(s):  
Student Motivation ◽  
Teachers Perceptions ◽  
Motivation And Engagement ◽  
The Relationship

scholarly journals From Resistance to Digital Technologies in the Context of the Reaction to Distance Learning in the School Context during COVID-19

2021 ◽  
Vol 11 (4) ◽  
pp. 163
Author(s):  
Giusi Antonia Toto ◽  
Pierpaolo Limone
Keyword(s):  
Distance Learning ◽  
School Context ◽  
Digital Technologies ◽  
Point Of View ◽  
View Factor ◽  
Regression Analyses ◽  
Teachers Perceptions ◽  
Professional Perception ◽  
The Relationship ◽  
Professional Perceptions

In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers’ perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.

scholarly journals The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

2021 ◽  
Author(s):  
Clare Tyrer
Keyword(s):  
Student Teachers ◽  
Research Literature ◽  
Written Feedback ◽  
Feedback Process ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Relationship ◽  
The Voice ◽  
Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

scholarly journals Pengaruh Metode Role playing untuk Meningkatkan Motivasi pada Pembelajaran Bahasa Indonesia kelas IV di MI Annidhomiyah Astanajapura

2021 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Somantri Somantri ◽  
M. Zaeni
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Significant Relationship ◽  
Student Motivation ◽  
Role Playing ◽  
Learning Motivation ◽  
Research Approach ◽  
Learning Method ◽  
The Relationship ◽  
Bahasa Indonesia

This study uses correlation research. The research approach used is a quantitative approach. The low student motivation is due to the unattractive use of the learning method causing the students to be overwhelmed by feelings of boredom and boredom, so that what the teacher says is not paid attention. The role playing method has a relationship with student learning motivation. This method is when the learning process without a good role playing method, learning will not be effective and will not foster student motivation to the fullest. To test the hypothesis, testing was carried out by calculating t from the tcount of 5,334 which was then consulted with ttable 2.030, then tcount 5.334 ≥ ttable 2.030, which means that the relationship that occurs between variable X (role playing method) and variable Y (student learning motivation) is a relationship significant. Thus it can be concluded that there is a positive and significant relationship between the role playing method with student learning motivation at MI Annidhomiyah Japura Kidul. Abstrak Penelitian ini menggunakan penelitian korelasi. Pendekatan penelitian yang digunakan adalah pendekatan kuantitatif. Rendahnya motivasi belajar siswa disebabkan tidak menariknya cara penggunaan  metode pembelajaran menyebabkan para siswa diliputi oleh rasa bosen dan jenuh, sehingga apa yang guru sampaikan tidak diperhatikan. Metode role playing  mempunyai hubungan terhadap motivasi belajar siswa. Metode ini saat proses pembelajaran tanpa metode role playing  yang baik, pembelajaran tidak akan bisa efektif dan tidak menumbuhkan motivasi belajar siswa dengan maksimal. Untuk uji hipotesis maka  dilakukan pengujian dengan penghitungan thitungdari hasil penghitungan thitung 5,334 yang kemudian dikonsultasikan dengan ttabel 2,030 maka thitung 5,334 ≥ ttabel 2,030, yang artinya bahwa hubungan yang terjadi antara variabel X ( Metode role playing)  dengan variabel Y ( motivasi belajar siswa ) adalah hubungan yang signifikan. Dengan demikian dapat disimpulkan bahwa terdapat hubungan positif dan signifikan dari Metode role plyaing deangan motivasi belajar siswa di MI Annidhomiyah Japura Kidul

The Impacts of Societal Context on Student Motivation and Engagement

2013 ◽  
Vol 1532 ◽  
Author(s):  
Jonathan D. Stolk
Keyword(s):  
Critical Thinking ◽  
Intrinsic Motivation ◽  
Student Motivation ◽  
Course Design ◽  
Materials Science ◽  
Task Value ◽  
Engineering Studies ◽  
Societal Context ◽  
Motivation And Engagement ◽  
Integrated Project

ABSTRACTPromoting a sense of societal connectedness is critical in today’s engineering educational environment. The NAE’s Grand Challenges for Engineering point to broad human concerns — sustainability, health, vulnerability, and joy of living — and human connectivity as the future of engineering problem solving. Engineering studies, however, are often presented in a completely decontextualized manner, with an emphasis on technical content that is free of any human meaning. As a result, students may have difficulty identifying either personal or societal value in their learning tasks. Through their course design, instructors can help students situate themselves and their engineering learning experiences within the larger human system. Studying technologies and technological development within the broader societal context may, in turn, offer significant benefits to student motivation and engagement in learning. In this paper, we report findings from a three-year investigation of the effects of disciplinary integration on student motivation and learning engagement in introductory materials science courses. The quantitative results show that integrating materials science with humanities provides for increased student motivation and cognitive engagement in learning. Compared to students in non-integrated project-based courses, students in integrated project-based courses show higher intrinsic motivation and task value. In addition to these motivational gains, students in the integrated materials science-history course report significantly higher use of critical thinking strategies in their project work, indicating that an emphasis on societal context may help students cognitively engage in their engineering studies. Our findings also indicate that women in the integrated materials-history course report higher intrinsic motivation, task value, self-efficacy, and critical thinking strategy use compared to women in the non-integrated materials course. Overall, our research suggests that putting human contexts at the center of engineering learning can help students build a sense of societal relatedness that promotes better learning.

Perspectives on Teacher Research

2017 ◽  
pp. 191-206
Author(s):  
Salika A. Lawrence ◽  
Rochelle G. Kaplan ◽  
Ellina Chernobilsky
Keyword(s):  
Professional Growth ◽  
Teaching And Learning ◽  
Teacher Research ◽  
Classroom Research ◽  
Limited Time ◽  
Teachers Perceptions ◽  
Self Study ◽  
Self Reports ◽  
Classroom Inquiry ◽  
The Relationship

Given the diversity encountered in today's classrooms, teacher research presents an opportunity for teachers to discuss how to conduct research and benefit from self-study in their own classrooms. Although teachers derive their decision-making through different paths, in this chapter the authors explore the practices teachers apply when engaging in research and teachers' perceptions about the benefits and challenges of classroom inquiry. Data from teachers' self-reports are examined to determine the extent to which teachers' classroom research impacted their practices. Teachers reported that classroom inquiry was a beneficial form of professional growth because it helped them to closely examine the relationship between teaching and learning through close examination of data and student practices. However, teachers consistently reported that limited time hindered ongoing inquiry and opportunities to collaborate with colleagues.

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