Search results for author:"Tracy L. Durksen"
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Learning and Instruction Vol. 33, No. 1 (October 2014) pp. 158–169
The purpose of this longitudinal mixed methods study was to examine the development of self-efficacy and work stress of pre-service teachers during a teaching practicum. Participants were 150 pre-service teachers who completed eight weekly...
Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 67, No. 1 (October 2017) pp. 53–66
The current study contributes to the growing body of empirical research on the connection between motivation and teachers' learning across professional life phases. With data from 253 practicing teachers, we tested hypothesized relationships through ...
Social Psychology of Education: An International Journal Vol. 19, No. 2 (2016) pp. 241–260
Self-determination theory (SDT) is one of the most well-known approaches to achievement motivation. However, the three basic psychological needs of SDT have not received equivalent attention in the literature: priority has been given to autonomy,...
National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries
Robert M. Klassen; Tracy L. Durksen; Waleed Al Hashmi; Lisa E. Kim; Ken Longden; Riitta-Leena Metsäpelto; Anna-Maija Poikkeus; János G. Györi
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 72, No. 1 (May 2018) pp. 64–74
The purpose of this article was to examine what education professionals in four countries (England, Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) non-cognitive attributes of novice teachers. Results...