Classroom practice and student motivation
Аутори
Lalić-Vučetić, NatašaОстала ауторства
Lalić-Vučetić, NatašaBodroški Spariosu, Biljana
Komar, Zvonimir
Поглавље у монографији (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Motivation to learn is a very complex and dynamic phenomenon, which
depends on the situation or context in the classroom and school. This paper
analyzes various theoretical approaches and empirical findings on student
motivation and actualizes important didactic-methodical points of support for
developing motivation in classroom practice. It starts from the assumption
that the teacher’s understanding of the student’s motivation for learning can
be considered within the framework of the “meanings” that arise between the
teacher’s conception of teaching and the learning process, as well as the way
in which they observe their own role in that process. Supporting teachers to
learn and reflect on motivational theories and strategies can, in the long run,
lead to changes in their motivational beliefs as well as to improving classroom
practice. Although many questions related to this problem are still open, the
paper concludes that teachers’ actions designed as continuous, planned... and
systematic dealing with the motivational side of school learning can represent
a significant potential in developing motivation for learning, as well as a way
to improve many educational and educational solve problems at school more
successfully.
Кључне речи:
student motivation / teacher / teaching / classroom practiceИзвор:
Motivation in education: challenges and different perspectives in research, 2023, 134-155Издавач:
- Belgrade : Institute for Educational Research
Финансирање / пројекти:
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200018 (Институт за педагошка истраживања, Београд) (RS-MESTD-inst-2020-200018)
Институција/група
IPITY - CHAP AU - Lalić-Vučetić, Nataša PY - 2023 UR - http://ipir.ipisr.org.rs/handle/123456789/1032 AB - Motivation to learn is a very complex and dynamic phenomenon, which depends on the situation or context in the classroom and school. This paper analyzes various theoretical approaches and empirical findings on student motivation and actualizes important didactic-methodical points of support for developing motivation in classroom practice. It starts from the assumption that the teacher’s understanding of the student’s motivation for learning can be considered within the framework of the “meanings” that arise between the teacher’s conception of teaching and the learning process, as well as the way in which they observe their own role in that process. Supporting teachers to learn and reflect on motivational theories and strategies can, in the long run, lead to changes in their motivational beliefs as well as to improving classroom practice. Although many questions related to this problem are still open, the paper concludes that teachers’ actions designed as continuous, planned and systematic dealing with the motivational side of school learning can represent a significant potential in developing motivation for learning, as well as a way to improve many educational and educational solve problems at school more successfully. PB - Belgrade : Institute for Educational Research T2 - Motivation in education: challenges and different perspectives in research T1 - Classroom practice and student motivation EP - 155 SP - 134 UR - https://hdl.handle.net/21.15107/rcub_ipir_1032 ER -
@inbook{ author = "Lalić-Vučetić, Nataša", year = "2023", abstract = "Motivation to learn is a very complex and dynamic phenomenon, which depends on the situation or context in the classroom and school. This paper analyzes various theoretical approaches and empirical findings on student motivation and actualizes important didactic-methodical points of support for developing motivation in classroom practice. It starts from the assumption that the teacher’s understanding of the student’s motivation for learning can be considered within the framework of the “meanings” that arise between the teacher’s conception of teaching and the learning process, as well as the way in which they observe their own role in that process. Supporting teachers to learn and reflect on motivational theories and strategies can, in the long run, lead to changes in their motivational beliefs as well as to improving classroom practice. Although many questions related to this problem are still open, the paper concludes that teachers’ actions designed as continuous, planned and systematic dealing with the motivational side of school learning can represent a significant potential in developing motivation for learning, as well as a way to improve many educational and educational solve problems at school more successfully.", publisher = "Belgrade : Institute for Educational Research", journal = "Motivation in education: challenges and different perspectives in research", booktitle = "Classroom practice and student motivation", pages = "155-134", url = "https://hdl.handle.net/21.15107/rcub_ipir_1032" }
Lalić-Vučetić, N.. (2023). Classroom practice and student motivation. in Motivation in education: challenges and different perspectives in research Belgrade : Institute for Educational Research., 134-155. https://hdl.handle.net/21.15107/rcub_ipir_1032
Lalić-Vučetić N. Classroom practice and student motivation. in Motivation in education: challenges and different perspectives in research. 2023;:134-155. https://hdl.handle.net/21.15107/rcub_ipir_1032 .
Lalić-Vučetić, Nataša, "Classroom practice and student motivation" in Motivation in education: challenges and different perspectives in research (2023):134-155, https://hdl.handle.net/21.15107/rcub_ipir_1032 .