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Motivating to Learn – Learning to Motivate

And. Motivating to Learn – Learning to Motivate. WP6f (AU): ¨Enhancing science teachers’ capacities to motivate students and Developing an in-service training package. Framing our TP. Focus area : teachers’ capacities to motivate School level : upper secondary school

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Motivating to Learn – Learning to Motivate

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  1. And Motivating to Learn –Learning to Motivate WP6f (AU): ¨Enhancing science teachers’ capacities to motivate students and Developing an in-service training package

  2. Framing our TP • Focus area: teachers’ capacities to motivate • School level: upper secondary school • Content area: the sciences (physics, chemistry, biology…) • Duration/extension (take 1): • 15 hours of workshop-time • Material & program for 50 hours of teacher time

  3. Local evidence of needs (I) –Student level • Thin and stagnating pipeline to ST-studies/careers & declining cross-sectional student interest in science • Students’ attitudes and motivation can change post-primary school (Krogh & Thomsen (2000, 2001) • Student-centered and inductive (“IBSE-like”) approaches enhances students’ affective outcomes (Krogh (2000), Andersen (2007) • Students motivation can be understood in terms of needs for Competence/Self-efficacy, Autonomy & Relatedness (Krogh (2005,2006), Andersen (2007)

  4. Local evidence of needs (II) –Teacher level • Teachers enculturated as academic scientists • SMK: high, theoretical PCK: Low, • theoretical PCK on motivation: NONE • Low orientation towards IBSE (Krogh (2000), Andersen & Nielsen (2003) • Subject specific flavours (Krogh (2006)) • Dominant Motivational Orientation/Thinking: • Cognitive orientation (e.g. challenge, Krogh (2006)) • “interesting topics” & “good activities” (Andersen & Krogh (2010) • Predictable Instructional shifts = variation? (Andersen & Krogh, 2010)

  5. AU-project overview

  6. TP design principles From literature studies: • Extended, collaborative, integrated with curriculum (Hiebert m.fl. , 2002) • Interconnected Model of Practice-Theory interaction (Clarke m.fl., 2002) • Video-groups as tool for professional development (Sherin, 2007) • Motivational awareness and sensitizing through in-class-training. (Stipek, 1998)

  7. Connecting practical and theoretical knowledge Workshops (theoretical inputs & peer discussion)

  8. Brief Workshop Description

  9. Participant Learning Objectives The TP intervention should develop participants: • recognition that teachers can actually ”learn to motivate” • awareness of individual students’ motivation and motivational cues/aspects within the science classroom • capacities to analyze and discuss motivational issues, using notions and perspectives from motivational theory • repertoire of motivational strategies, and their deliberate use of these in planning and implementing teaching

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