Öğrenci-Öğretmen İlişkileri, Öğretmenlerin Alan Bilgisi, ve Öğretim Yeteneğinin Farklı Motivasyon Düzeyine Sahip Öğrenciler Üzerine Etkisi

Abstract

Bu çalışmanın amacı, Eğitime Hazırlık Programları’nı, geleceğin öğretmenlerini nasıl eğitip destekleyebileceğine ilişkin bilgilendirmek açısından, etkili öğretmen özelliklerinin sınıf içinde öğrenci motivasyonu üzerindeki etkisini araştırmaktır. Mevcut çalışma, spesifik olarak, (1) farklı motivasyon düzeyine sahip öğrencilerin gözünden etkili öğretmen özelliklerindeki değişkenlikleri, (2) etkili öğretmen özellikleri, öz-yeterlik, marjinal inançlar, ve öğrencilerin motivasyon düzeyi arasındaki olası ilişkileri, (3) öğretmenlerin (a) alan bilgisi, (b) öğretim yeteneği, ve (c) öğrenci-öğretmen ilişkilerinin öğrencilerin güdülenme düzeylerini anlamlı bir şekilde yordayıp yordamadıklarını belirlemeyi amaçlamaktadır. Sonuç olarak, öğrenciler öğrenci-öğretmen ilişkisinin kuvvetli olduğunu, öğretmenlerin alan bilgisinin yüksek olduğunu ve örnekleyici öğretmen yeteneklerinin sergilendiğini algıladıkları zaman öğrencilerin motivasyon düzeyinde istatistiksel olarak anlamlı farklılık bulunmuştur. Çalışmadan elde edilen veriler, günümüz 21. yüzyıl okullarının gereksinim duyduğu eğitim-öğretimin geliştirilmesi için gereken etkin özelliklerin bir araya getirilmesiyle, Eğitime Hazırlık Programları’nın öğretmenleri uzman liderlere dönüştürmesini teşvik etmesi bakımından alanyazına katkılar sunmaktadır.

Keywords

• öğrenci motivasyonu,etkili öğretmenler,öğretim yeteneği,öğrenci-öğretmen ilişkileri

The Impact of Student-Teacher Relationships, Content Knowledge, and Teaching Ability on Students with Diverse Motivation Levels

Abstract

The purpose of this research study was to explore the impact effective teacher characteristics have on student motivation within the classroom in order to inform Education Preparation Programs (EPPs) with further knowledge regarding how to support and train future teachers. Specifically, this study sought to (1) determine differences in effective teacher characteristics as perceived by students with diverse motivation levels, (2) determine if relationships exist between effective teacher characteristics, self-efficacy, incremental beliefs, and the degree of student motivation, and (3) determine if teacher content knowledge, (b) teaching ability, and (c) student-teacher relationships significantly predict the degree to which a student is motivated. Results showed that there was a statistically significant difference in student motivation when students perceived that a) strong student-teacher relationships were present, b) high content knowledge of a teacher was exhibited, and c) exemplary teaching ability was displayed. Data from this study adds to the body of literature that encourages EPPs to train teachers to become expert leaders by incorporating effective characteristics needed to improve teaching and learning required of today’s 21^st century schools.

Keywords

• student motivation,effective teachers,teaching ability,student-teacher relationships

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