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Year 2017, Volume: 6 Issue: 2, 191 - 204, 01.09.2017

Abstract

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References

  • Atkinson, E. S. (2000). An investigation into the relationship between teacher motiva- tion and pupil motivation, Educational Psychology, 20(1), 45-57.
  • Anderman, E. M. & Maehr, M. L. (1994). Review of Educational Research, 64(2), 287-309.
  • Bouffard, T. & Couture, N. (2003). Motivational profile and academic achievement among students enrolled in different schooling tracks. Educational Studies, 29(1), 19-38.
  • Brophy, J. (1982). ‘How teachers influence what is taught and learned in classrooms’. The Elementary School Journal, 83(1), 1-13.
  • Brophy, J. (1999). Towards a model of the value aspects of motivation in education: developing appreciation for particular learning domains and activities. Educatio- nal Psychologist, 34(2), 75-85.
  • Capel, S., Leask, M., & Turner, T. (1995). Learning to Teach in the Secondary School. London & New York: Routledge.
  • Chang, M. M. (2005). Applying self-regulated learning strategies in a web-based instruction-an investigation of motivation perception. Computer Assisted Langu- age Learning, 18(3), 217-230.
  • Duttweiler, P. C. (1986). Educational excellence and motivating teachers (ERIC Do- cument Reproduction Service No. ED 275 791)
  • Elton, L. (1996) Strategies to Enhance Student Motivation: a conceptual analysis. Stu- dies in Higher Education. 21(1), 57-68.
  • Elton, L. (1988). Student Motivation and Achievement. Studies in Higher Education, 13(2), 215-221.
  • Fidan, N. (1985). Okulda Öğrenme ve Öğretme-Kavramlar, Yöntemler, İlkeler-, Anka- ra: Alkım Yayıncılık.
  • Green, S. K. (2002). Using an expectancy-value approach to examine teachers’ moti- vational strategies. Teaching and Teacher Education, 18, 989–1005.
  • Givvin, K. B., Stipek, D. J., Salmon, J. M., & MacGyvers, V. L. (2001). In the eyes of the beholder: Students’ and teachers’ judgments of students’ motivation. Teaching and Teacher Education, 17, 321–331.
  • Hardre, P. L., Huang, S. H., Chen, C. H., Chiang, C. T., Jenc, F. L., & Wardena, L. (2006). High school teachers’ motivational perceptions and strategies in an East Asian nation. Asia-Pacific Journal of Teacher Education, 34(2), 199–221.
  • Harlen, W. & Crick, R. D. (2003). Testing and motivation for learning. Assessment in Education, 10(2), 169-207.
  • Hastings, N. (1996). Classroom Motivation. In Effective Primary Teaching (Research based classroom strategies). P.Croll & N. Hastings (Eds.) London: David Bulton Publishers.
  • Hynd, C., Holschuh, J., & Nist, S. (2000). Learning complex scientific information: motivation theory and its relation to student perceptions. Reading & Writing Qu- arterly, 16, 23–57.
  • Johnston, C. (1996). Unlocking the Will to Learn, Thousand Oaks, CA: Corwin Press.
  • Linnenbrink, E. A. & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119- 137.
  • Maehr, M. L. & Meyer, H. A. (1997). Understanding motivation and schooling: where we’ve been, where we are, and where we need to go. Educational Psychology Review, 9(4): 371-409.
  • Nichols, J. D. (2006). Empowerment and relationships: A classroom model to enhance student motivation. Learning Environment Research, 9(2), 149-161.
  • Palmer, D. (2005). A Motivational view of constructivist informed teaching, Research Report. International Journal of Science Education, 27(15), 1853–1881.
  • Reece, I. & Walker, S. (1997). Teaching, Training and Learning (A Practical Guide), Business Education Publishers Limited, UK.
  • Reeve, J. (1996). Motivating others., Boston: Allyn & Bacon.
  • Ryan, R. M. & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains, Journal of Personality & Social Pscyhology, 57(5): 749–761.
  • Rudduck, J. & Flutter, J. (2004). How to Improve your School, Continuum: London & New York.
  • Seifert, T. L. (2004). Understanding student motivation. Educational Research, 46(2), 137-149.
  • Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). Research Report. The development of a questionnaire to measure students’ motivation towards science learning. Inter- national Journal of Science Education, 27(6), 639–654.
  • Garcia, T. (1995). The role of motivational strategies in self-regulated learning. New Directions for Teaching and Learning, 63, 29–42.
  • Garcia, T. & Pintrich, P. R. (1995). The role of possible selves in adolescents’ percei- ved competence and self-regulation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April.
  • Nolen, S. B. & Haladyna, T. M. (1989). Psyching out the science teacher: Students’ motivation, perceived teacher goals and study strategies. Paper presented at the annual meeting of the American Educational Research Association, San Francis- co, CA, March.
  • Pintrich, P. R. & Blumenfeld, P. C. (1985). Classroom experience and children’s self- perceptions of ability, effort, and conduct. Journal of Educational Psychology, 77(6), 646–657.
  • Tuan, H. L., Chin, C. C., Tsai, C. C., & Cheng, S. F. (2005). Investigating the effective- ness of inquiry instruction on the motivation of different learning styles students. International Journal of Science and Mathematics Education, 3, 541–566.
  • Yükseltürk, E. & Bulut, S. (2005). Relationships among self-regulated learning com- ponents, motivational beliefs and computer programming achievement in an on- line learning environment, Mediterranean Journal of Educational Studies, 10(1), 91-112.
  • Zoldosova, K. & Prokop, P. (2006). Analysis of motivational orientations in science education. International Journal of Science and Mathematics Education, 4, 669- 688. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teach- tip/motivate.htm (Retrieved: 10 .10.2006)
  • Wu, W. R. (2002). A study on the relationships among teachers’ class management, parents’educational attitude and students’ learning motivation of pragmatic skills programs at vocational high schools., Taiwan, ROC: Nation Changhua Univer- sity of Education. Unpublished master thesis.

Student Teachers’ Views Regarding the Impact of Effective Teaching Strategies on Student Motivation

Year 2017, Volume: 6 Issue: 2, 191 - 204, 01.09.2017

Abstract

The study attempts to identify student teachers’ views on the impact of effective teaching strategies regarding student’s motivational levels. The participants of this descriptive study include 144 student teachers enrolled in four departments (primary education, mathematics education, chemistry education, physics education and secondary mathematics education) of Faculty of Education in a university in Ankara, Turkey. The data were collected through a questionnaire including 22 teaching strategies. The main results of the study indicated that the participants regarded ‘paying importance to communicate’ as the most important strategy (Mean=4.74) whereas they considered ‘use of different classroom arrangements’ as the least important strategy (Mean=3.48) to motivate students. In light of these results, it is possible to note that there are many things that can still be investigated about motivation in educational context which should be studied in future research

References

  • Atkinson, E. S. (2000). An investigation into the relationship between teacher motiva- tion and pupil motivation, Educational Psychology, 20(1), 45-57.
  • Anderman, E. M. & Maehr, M. L. (1994). Review of Educational Research, 64(2), 287-309.
  • Bouffard, T. & Couture, N. (2003). Motivational profile and academic achievement among students enrolled in different schooling tracks. Educational Studies, 29(1), 19-38.
  • Brophy, J. (1982). ‘How teachers influence what is taught and learned in classrooms’. The Elementary School Journal, 83(1), 1-13.
  • Brophy, J. (1999). Towards a model of the value aspects of motivation in education: developing appreciation for particular learning domains and activities. Educatio- nal Psychologist, 34(2), 75-85.
  • Capel, S., Leask, M., & Turner, T. (1995). Learning to Teach in the Secondary School. London & New York: Routledge.
  • Chang, M. M. (2005). Applying self-regulated learning strategies in a web-based instruction-an investigation of motivation perception. Computer Assisted Langu- age Learning, 18(3), 217-230.
  • Duttweiler, P. C. (1986). Educational excellence and motivating teachers (ERIC Do- cument Reproduction Service No. ED 275 791)
  • Elton, L. (1996) Strategies to Enhance Student Motivation: a conceptual analysis. Stu- dies in Higher Education. 21(1), 57-68.
  • Elton, L. (1988). Student Motivation and Achievement. Studies in Higher Education, 13(2), 215-221.
  • Fidan, N. (1985). Okulda Öğrenme ve Öğretme-Kavramlar, Yöntemler, İlkeler-, Anka- ra: Alkım Yayıncılık.
  • Green, S. K. (2002). Using an expectancy-value approach to examine teachers’ moti- vational strategies. Teaching and Teacher Education, 18, 989–1005.
  • Givvin, K. B., Stipek, D. J., Salmon, J. M., & MacGyvers, V. L. (2001). In the eyes of the beholder: Students’ and teachers’ judgments of students’ motivation. Teaching and Teacher Education, 17, 321–331.
  • Hardre, P. L., Huang, S. H., Chen, C. H., Chiang, C. T., Jenc, F. L., & Wardena, L. (2006). High school teachers’ motivational perceptions and strategies in an East Asian nation. Asia-Pacific Journal of Teacher Education, 34(2), 199–221.
  • Harlen, W. & Crick, R. D. (2003). Testing and motivation for learning. Assessment in Education, 10(2), 169-207.
  • Hastings, N. (1996). Classroom Motivation. In Effective Primary Teaching (Research based classroom strategies). P.Croll & N. Hastings (Eds.) London: David Bulton Publishers.
  • Hynd, C., Holschuh, J., & Nist, S. (2000). Learning complex scientific information: motivation theory and its relation to student perceptions. Reading & Writing Qu- arterly, 16, 23–57.
  • Johnston, C. (1996). Unlocking the Will to Learn, Thousand Oaks, CA: Corwin Press.
  • Linnenbrink, E. A. & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119- 137.
  • Maehr, M. L. & Meyer, H. A. (1997). Understanding motivation and schooling: where we’ve been, where we are, and where we need to go. Educational Psychology Review, 9(4): 371-409.
  • Nichols, J. D. (2006). Empowerment and relationships: A classroom model to enhance student motivation. Learning Environment Research, 9(2), 149-161.
  • Palmer, D. (2005). A Motivational view of constructivist informed teaching, Research Report. International Journal of Science Education, 27(15), 1853–1881.
  • Reece, I. & Walker, S. (1997). Teaching, Training and Learning (A Practical Guide), Business Education Publishers Limited, UK.
  • Reeve, J. (1996). Motivating others., Boston: Allyn & Bacon.
  • Ryan, R. M. & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains, Journal of Personality & Social Pscyhology, 57(5): 749–761.
  • Rudduck, J. & Flutter, J. (2004). How to Improve your School, Continuum: London & New York.
  • Seifert, T. L. (2004). Understanding student motivation. Educational Research, 46(2), 137-149.
  • Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). Research Report. The development of a questionnaire to measure students’ motivation towards science learning. Inter- national Journal of Science Education, 27(6), 639–654.
  • Garcia, T. (1995). The role of motivational strategies in self-regulated learning. New Directions for Teaching and Learning, 63, 29–42.
  • Garcia, T. & Pintrich, P. R. (1995). The role of possible selves in adolescents’ percei- ved competence and self-regulation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April.
  • Nolen, S. B. & Haladyna, T. M. (1989). Psyching out the science teacher: Students’ motivation, perceived teacher goals and study strategies. Paper presented at the annual meeting of the American Educational Research Association, San Francis- co, CA, March.
  • Pintrich, P. R. & Blumenfeld, P. C. (1985). Classroom experience and children’s self- perceptions of ability, effort, and conduct. Journal of Educational Psychology, 77(6), 646–657.
  • Tuan, H. L., Chin, C. C., Tsai, C. C., & Cheng, S. F. (2005). Investigating the effective- ness of inquiry instruction on the motivation of different learning styles students. International Journal of Science and Mathematics Education, 3, 541–566.
  • Yükseltürk, E. & Bulut, S. (2005). Relationships among self-regulated learning com- ponents, motivational beliefs and computer programming achievement in an on- line learning environment, Mediterranean Journal of Educational Studies, 10(1), 91-112.
  • Zoldosova, K. & Prokop, P. (2006). Analysis of motivational orientations in science education. International Journal of Science and Mathematics Education, 4, 669- 688. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teach- tip/motivate.htm (Retrieved: 10 .10.2006)
  • Wu, W. R. (2002). A study on the relationships among teachers’ class management, parents’educational attitude and students’ learning motivation of pragmatic skills programs at vocational high schools., Taiwan, ROC: Nation Changhua Univer- sity of Education. Unpublished master thesis.
There are 36 citations in total.

Details

Other ID JA49VS74JY
Journal Section Research Article
Authors

Melek Çakmak This is me

Publication Date September 1, 2017
Published in Issue Year 2017 Volume: 6 Issue: 2

Cite

APA Çakmak, M. (2017). Student Teachers’ Views Regarding the Impact of Effective Teaching Strategies on Student Motivation. Journal of Teacher Education and Educators, 6(2), 191-204.