Anden information
Andersen & KroghNottingham, UK, Jan.
2010
Motivating to Learn –Learning to Motivate
WP6f (AU):
¨Enhancing science teachers’ capacities to motivate students
and
Developing an in-service training package
And
Anden information
Andersen & KroghNottingham, UK, Jan.
2010
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
Anden information
Andersen & KroghNottingham, UK, Jan.
2010
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)
Anden information
Andersen & KroghNottingham, UK, Jan.
2010
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)
Anden information
Andersen & KroghNottingham, UK, Jan.
2010
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)
Anden information
Andersen & KroghNottingham, UK, Jan.
2010
Connecting practical and theoretical knowledge
Workshops (theoretical inputs & peer discussion)
Anden information
Andersen & KroghNottingham, UK, Jan.
2010
Brief Workshop Description
Pre-activity Teachers write reflective essays on motivation
Workshop1 +Motivational Theory I, exc. & discussions
Inter1 Enacting Reading, theoretical awareness in own classroom
Workshop2 +Motivational Theory2, exc&disc, awareness instr.
Inter2 Enacting Plan & enact activity, use awareness instrument
Workshop3 + Motivational Theory 3, Introducing Video as tool for professional development
Inter3 Enacting Plan and enact motivating sequence (videotaped). Select video-clip for workshop-discussion
Workshop4 + Video-Club, Suppl. Motivational Theory
Inter4 Enacting Plan and enact motivating sequence (videotaped). Select video-clip for workshop-discussion
Workshop5 + Integrating theories, experiences – perspectives for long-term professional development
Evaluation & individual interviews
Anden information
Andersen & KroghNottingham, UK, Jan.
2010
Participant Learning ObjectivesThe 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