Các cách tiếp cận trong nghiên cứu động lực của giáo viên

Các tác giả

  • Nguyễn Phương Thảo Trường Đại học Sư phạm Hà Nội
  • Chử Ngọc Diệp Trường Đại học Sư phạm Hà Nội
  • Hoàng Thái Tuân Trường Đại học Sư phạm Hà Nội
  • Trịnh Quang Thạch Trường Đại học Sư phạm Hà Nội

Tóm tắt

In the current educational context, it is very important to discover and promote teacher motivation because teachers are one of the decisive factors for the success of educational innovation. This paper presents a literature review to analyze approaches in the literature on teacher motivation. The research results show that there are four popular approaches, and at the same time discuss the applicability of theories related to motivation and especially self-determination theory, then make recommendations to use the self-determination theory as a conceptual framework to conduct studies exploring teacher motivation - the foundation for building a number of motivational intervention programs in the implementation of educational activities of teachers in the context of the 2018 General Education Program in Vietnam.

Tài liệu tham khảo

Adams, N. B., Little, T. D., & Ryan, R. M. (2017). Self-Determination Theory. Springer eBooks, 47-54. https://doi.org/10.1007/978-94-024-1042-6_4

Bandura, A. (1986). Fearful expectations and avoidant actions as coeffects of perceived self-inefficacy. American Psychologist, 41(12), 1389-1391. https://doi.org/10.1037/0003-066X.41.12.1389

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).

Cameron, S., Mulholland, J., & Branson, C. (2013). Professional learning in the lives of teachers: Towards a new framework for conceptualizing teacher learning. Asia Pacific Journal of Teacher Education, 41(4), 377e397. https://doi.org/10.1080/1359866X.2013.838620

Chiu, T. K. F. (2021). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1926289

Cho, Y., & Shim, S. S. (2013). Predicting teachers’ achievement goals for teaching: the role of perceived school goal structure and teachers’ sense of efficacy. Teaching and Teacher Education, 32, 12-21. https://doi.org/10.1016/j.tate.2012.12.003

Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). A “top-down” analysis of high school teacher motivation. Contemporary Educational Psychology, 33, 533-560. https://doi.org/10.1016/j.cedpsych.2007.04.002

Dörnyei, Z. (1996). Moving language learning motivation to a larger platform for theory and practice. In R. L. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 71-80). Honolulu, HI: University of Hawai’I Press.

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). New York, NY: Longman.

Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89. https://doi.org/10.1080/00461520902832368

Eccles, J. S., & Wigfield, A. (1995). In the Mind of the Actor: The Structure of Adolescents’ Achievement Task Values and Expectancy-Related Beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225. https://doi.org/10.1177/0146167295213003

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153

Eyal, O., & Roth, G. (2011). Principals’ leadership and teachers' motivation: Self‐determination theory analysis. Journal of Educational Administration, 49(3), 256-275. https://doi.org/10.1108/09578231111129055

Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. https://doi.org/10.1080/2331186x.2016.1217819

Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92(2). https://doi.org/10.1037/0022-0663.92.2.316

Hein, V., Ries, F., Pires Vega, F., Caune, A., Emeljanovas, A., Heszteráné Ekler, J., & Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine, 11 (1), 123-130. https://idus.us.es/handle/11441/59811

Henze, I., Van Driel, J., & Verloop, N. (2009). Experienced science teachers’ learning in the context of educational innovation. Journal of Teacher Education, 60, 184e199. https://doi.org/10.1177/0022487108329275

Jour Tenório, M. C. M., Tassitano, R. M., Weaver, R. G., & Lima, M. D. C. (2021). Effects of a teacher training intervention on teachers’ and students’motivation to physical education class. Journal of Physical Education, 32. nal of Physical Education, 32. https://doi.org/10.4025/jphyseduc.v32i1.3208

Latham, G. P., & Locke, E. A. (1991). Self-regulation through goal setting. Organizational behavior and human decision processes, 50(2), 212-247. https://doi.org/10.1016/0749-5978(91)90021-K

Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064

Pelletier, L. G., & Rocchi, M. (2016). Teachers’ Motivation in the Classroom. In Building Autonomous Learners (pp. 107-127). Springer Singapore. https://doi.org/10.1007/978-981-287-630-0_6

Pelletier, L. G., Séguin-Lévesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186-196. https://doi.org/10.1037/0022-0663.94.1.186

Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315-329. https://doi.org/10.1037/a0034027

Phạm Thị Tân, Đặng Thị Hoa (2018). Các yếu tố ảnh hưởng đến động lực làm việc của giảng viên Trường Đại học Lâm nghiệp Việt Nam. Tạp chí Khoa học và Công nghệ Lâm nghiệp, 3, 84-93.

Ramey‐Gassert, L., Shroyer, M. G., & Staver, J. R. (1996). A qualitative study of factors influencing science teaching self‐efficacy of elementary level teachers. Science Education, 80(3), 283-315. https://doi.org/10.1002/(SICI)1098-237X(199606)80:3<283::AID-SCE2>3.0.CO;2-A

Ray, N. L. (1992). Motivation in education. Washington, DC: U.S. Department of Education.

Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761-774. https://doi.org/10.1037/0022-0663.99.4.761

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1). https://doi.org/10.1006/ceps.1999.1020

Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 2, 3-33.

Ryan, R. M., & Deci, E. L. (2019). Brick by Brick: The Origins, Development, and Future of Self-Determination Theory. In Advances in Motivation Science, 6, 111-156. Elsevier Ltd. https://doi.org/10.1016/bs.adms.2019.01.001

Salifu, A., & Agbenyega, J. S. (2013). Viewing teacher motivation in Ghana Education Service through a postcolonial lens. Current Issues in Education, 16(3), 1-14. http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1218

Schellenbach-Zel, J., & Gräsel, C. (2010). Teacher motivation for participating in school innovations - supporting factors. Journal for Educational Research Online, 2(2), 34-54. https://doi.org/10.25656/01:4574

Stirling, D. (2013). Motivation in education. Aichi Universities English Education Research Journal, 29 (2013), 51-72.

Thomson, M. M., & Kaufmann, E. (2013). Elementary Teachers’ Views of their Science Professional Development Attendance: An Expectancy-Value Approach. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), 45-58. https://doi.org/10.12973/eurasia.2013.915a

Tilga, H., Hein, V., & Koka, A. (2019). Effects of a Web-Based Intervention for PE Teachers on Students’ Perceptions of Teacher Behaviors, Psychological Needs, and Intrinsic Motivation. Perceptual and Motor Skills, 126(3), 559-580. https://doi.org/10.1177/0031512519840150

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202

Turner, J. E., Waugh, R. M., Summers, J. J., & Grove, C. M. (2009). Implementing highquality educational reform efforts: An interpersonal circumplex model bridging social and personal aspects of teachers’ motivation. In P. A. Schutz, & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives (pp. 253e271). New York, NY: Springer. https://doi.org/10.1007/978-1-

Urdan, T. (2004). Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture. Journal of Educational Psychology, 96(2), 251-264. https://doi.org/10.1037/0022-0663.96.2.251

Usher, A., & Kober, N. (2012). What Is Motivation and Why Does It Matter?. Center on Education Policy.

Watt, H. M., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408-428. https://doi.org/10.1016/

j.learninstruc.2008.06.002

Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). Chapter 3: The Development of Children’s Motivation in School Contexts. Review of Research in Education, 23(1), 73-118. https://doi.org/10.3102/0091732X023001073

Wolters, C. A. (2004). Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. Journal of Educational Psychology, 96(2), 236-250. https://doi.org/10.1037/0022-0663.96.2.236

Wyatt, M. (2014). Towards a re-conceptualization of teachers' self-efficacy beliefs: Tackling enduring problems with the quantitative research and moving on. International Journal of Research & Method in Education, 37(2), 166-189. https://doi.org/10.1080/1743727X.2012.742050

Tải xuống

Đã Xuất bản

31.07.2023

Cách trích dẫn

Nguyễn , P. T., Chử , N. D., Hoàng , T. T., & Trịnh , Q. T. (2023). Các cách tiếp cận trong nghiên cứu động lực của giáo viên . Tạp Chí Giáo dục, 23(15), 8–14. Truy vấn từ https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/832

Số

Chuyên mục

Các bài báo

Các bài báo được đọc nhiều nhất của cùng tác giả