Literaturnachweis - Detailanzeige
Autor/inn/en | Yasué, Maï; Jeno, Lucas M.; Langdon, Jody L. |
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Titel | Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers? |
Quelle | In: International Journal for the Scholarship of Teaching and Learning, 13 (2019) 2, Artikel 5 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1931-4744 |
Schlagwörter | Professional Autonomy; College Faculty; Class Size; Faculty Workload; Publish or Perish Issue; Teaching Conditions; Barriers; Psychological Needs; Teacher Motivation; Teaching Methods; Undergraduate Students; Foreign Countries; Teaching Styles; Tenure; Mentors; Teacher Role; Job Satisfaction; College Administration; School Culture; Teacher Student Relationship; Value Judgment; North America; Australia; Europe Berufsfreiheit; Fakultät; Klassengröße; Lehrbedingungen; Unterrichtsbedingungen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrstil; Unterrichtsstil; Amtszeit; Beschäftigungsdauer; Lehrerrolle; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; College administrators; Hochschulverwaltung; Schulkultur; Schulleben; Teacher student relationships; Lehrer-Schüler-Beziehung; Werturteil; Nordamerika; Australien; Europa |
Abstract | We extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external motivation towards teaching. Participants indicated that large class sizes, high teaching loads, publication pressures, and a culture that undervalues effective undergraduate teaching undermined both student learning and their feelings of autonomy. Together these results presents a picture of a subset of university instructors who remained autonomously motivated to teach, irrespective of barriers they experienced from university administrators or policies. (As Provided). |
Anmerkungen | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |