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Student motivation: an experience of inservice education as a context for professional development of teachers
ARTICLE

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TATE Volume 18, Number 3 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This article focuses on an inservice education experience conducted in a constructivist perspective. The experience was aimed at fostering elementary, middle and high school teachers’ professional development regarding student motivation. Thirty-six teachers from these school levels reflected on their professional experience and practical knowledge in groups conducted and supervised by university researchers. In group work, the participants analyzed and discussed materials and situations from their professional experience, re-elaborated in the light of a constructivist framework. At the end of the intervention, they showed an increased ability and interest in reflecting with colleagues and researchers on their students’ motivational problems, and collaborative planning of educational interventions. The results of the intervention are presented and the possibility of carrying out similar education experiences in the Italian school system is discussed.

Citation

Cherubini, G., Zambelli, F. & Boscolo, P. Student motivation: an experience of inservice education as a context for professional development of teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 18(3), 273-288. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(01)00069-5

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