Teachers' Personal Responsibility and Definitions of Motivated Students: Profiles and Beliefs

• In Event: 26.064 - Diverse Approaches to Examining Teacher and Contextual Influences on Student Motivation and Learning

Abstract

What are preservice teachers’ beliefs about their personal responsibility in the classroom and how are these beliefs related to how they perceive motivated students? To explore these questions, we used a convergent parallel mixed-methods design where data was collected simultaneously, analyzed separately, and then integrated (Creswell & Plano Clark, 2011). Four profiles of preservice teacher responsibility emerged: low responsibility, high responsibility, responsibility for proximal areas and responsibility for distal areas. Four themes were developed from the qualitative data: autonomously motivated; control motivated; engaged; and positive qualities. Finally, a joint display was created, merging quantitative profiles with qualitative themes to provide a richer illustration of preservice teachers’ responsibility profiles and beliefs. Implications and suggestions for future research will be explored.

Authors

• Amanda Radil, University of Alberta

• Erin Buhr, University of Alberta

• Erin Atkinson, University of Alberta

• Dayuma Vargas-Lascano, University of Alberta

• Lia Marie Daniels, University of Alberta