Using a Lesson Diary Approach to Link Teachers' Achievement Goals With Their Teaching Practices

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: Teacher Identity and Motivation: Novel Approaches to Enduring Questions (Table 9)

Abstract

An important premise of teacher motivation research is that teachers’ achievement goals matter for teaching practices. This is still little understood, particularly as most studies on this topic use global self-reports of overarching teaching practices. We therefore differentiate between ten teaching practices central to motivating lessons and introduce a lesson diary approach for assessing them. After a questionnaire on their achievement goals, 134 German high school teachers filled out 670 lesson diaries concerning the following lessons. Multilevel analyses illuminated robust linkages between teachers’ goals and teaching practices and speak to the merits of a diary approach for assessing teaching practices.

Authors

• Markus Dresel, University of Augsburg
  Presenting Author

• Michaela Fasching, University of Augsburg
  Non-Presenting Author

• Oliver Dickhäuser, University of Mannheim
  Non-Presenting Author

• Martin Daumiller, University of Augsburg
  Non-Presenting Author