Classroom practice and student motivation

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.