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” Motivating to Learn – Learning to Motivate ”

And. ” Motivating to Learn – Learning to Motivate ”. Designing , trialling and documenting an in-service TPDP for upper secondary school science teachers STEAM WP6-contribution from AU, Denmark Mid-term report. Framing our TPDP. Focus area : teachers’ capacities to motivate

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” Motivating to Learn – Learning to Motivate ”

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  1. And ”Motivating to Learn –Learning to Motivate” Designing, trialling and documenting an in-service TPDP for upper secondaryschool science teachers STEAM WP6-contribution from AU, Denmark Mid-termreport

  2. Framing our TPDP • 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. Participant Learning Objectives The TPDP intervention shoulddevelope participants: • recognitionthatteacherscanactually ”learn to motivate” • awareness of individual students’ motivation and motivationalcues/aspectswithin the science classroom • capacities to analyze and discussmotivationalissues, usingnotions and perspectives from motivationaltheory • repertoire of motivationalstrategies, and theirdeliberateuse of in planning and implementingteaching

  4. TPDP design principles From literature studies: • Extended, collaborative, integratedwith curriculum (Hiebert m.fl. , 2002) • Interconnected Model of Practice-Theoryinteraction(Clarke m.fl., 2002) • Video-groups as tool for professional development(Sherin, 2007) • Motivationalawareness and sensitizingthroughin-class-training. (Stipek, 1998)

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

  6. Projecttimeline

  7. Plans and issues for Year 2- short description • Revising TPDP in the light of evaluation of ve1.

  8. Aimsachieved?(lessonslearned from teachers’ end-evaluation)

  9. A number of issues • Learningobjectivestooambitious? • Long-termdevelopment & support structure • A sustainable minimum set of motivationaltheories? • Ve1: Highlights from Self-Determinationtheory, GoalOrientationtheory, Efficacy, Attribution theory, Expectancy-Value (TaskValue) • Type of motivationaltext • Co-planningactivities did not workwell • Not school-based, nosharedproject • Video-Clublearning is a matter of time (and confidence)

  10. Plans and issues for Year 2- short description • Revising TPDP in the light of evaluation of ve1. • Enhancing TPDP withwell-constructed video-clips of classroomtrials from ve1

  11. Classroom videos for teacher training purposes?

  12. Constructing video-clips of certain kinds for teachertrainingpurposes

  13. Plans and issues for Year 2- short description • Revising TPDP in the light of evaluation of ve1. • Enhancing TPDP withwell-constructed video-clips of classroomtrials from ve1 • Extending: Making an adequateteachereducator manual

  14. Plans and issues for Year 2- short description • Revising TPDP in the light of evaluation of ve1. • Enhancing TPDP withwell-constructed video-clips of classroomtrials from ve1 • Extending: Making an adequateteachereducator manual

  15. Ideas about our deliverable:Case Studies in Inquiry Based Science Teacher Education • Teacher focus: no monitoring of students’ learning! • Cross-case-analysis? • What kinds of interventions seemsuccesful? • Structure, duration etc. • Balances betweentheory and practice? • Facilitating the transformation of theoryintopractice? • What kinds of knowledge is supported by differentstructures? • Realisticaims? • Cross-case-analysis? (local WP6-motivational sub-group)

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