Evolutionary Changes in Beliefs About Motivation and Motivating Teaching Practices

• In Event: Roundtable Session 7
  In Roundtable Session: Teaching Educational Psychology

Abstract

We examined how a motivation course impacted teachers’ and preservice teachers’ beliefs about motivation and knowledge of theory-based motivational teaching strategies. Students developed motivation case studies and used theory and research to analyze motivational challenges and improve their teaching practices within the context of their cases. Using mixed methods (questionnaire, qualitative analysis of student papers, and descriptive case studies), we document how our students gained theoretical insight into their beliefs, either supporting or substantially changing their beliefs about motivation, and increased their understanding of the important role played by teachers in motivating students. We also document how our students translated their changing beliefs and increased knowledge into improved theory-based motivational practices.

Authors

• Sarah E. Peterson, University of Texas at El Paso

• James B. Schreiber, Duquesne University