基于期望x价值理论的教师服务学习动机

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Alexa Darby, Lauren Willingham
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引用次数: 3

摘要

背景:研究表明,服务学习是一种对学生学习具有重要影响的高影响力实践。这方面的研究可以让我们更好地理解和认识教师为服务学习体验带来的价值。目的:通过期望x价值动机理论考察教师在服务学习教学中的难忘经历,将有助于高校更有效地支持和留住教授服务学习课程的教师。方法/方法:来自一所中等规模文理学院的22位教师每人参加了一次24分钟的采访,并描述了与学生一起度过的难忘的服务学习经历。运用归纳分析和动机期望x值理论对数据进行分析。结果/结论:研究发现,教师们强调了教师促进学生和社区联系、重视服务学习工作、帮助学生从服务学习经历中的不适中学习的主题。教师对成功的期望以自我效能感和能力观为中心。教师重视建立的关系、获得的利益和承担的风险。启示:通过期望x价值理论,本研究为理解教师继续教授服务学习课程的动机提供了基础,这可以帮助机构更有效地支持教师。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Faculty Motivation in Service-Learning Based on Expectancy x Value Theory
Background: Research has established that service-learning is a high-impact practice with significant consequences for student learning. Research in this area can provide greater understanding and recognition of the value faculty bring to the service-learning experience. Purpose: Examining faculty members’ memorable experiences in service-learning pedagogy through the Expectancy x Value theory of motivation will help colleges and universities more effectively support and retain faculty who teach service-learning courses. Methodology/Approach: Twenty-two faculty from a medium-sized liberal arts institution each participated in a 24-min interview and described memorable service-learning experiences with students. Inductive analysis and the Expectancy x Value theory of motivation were used to analyze the data. Findings/Conclusions: The study found that faculty members highlighted themes of faculty fostering student and community connections, valuing the service-learning work, and assisting students in learning from their discomfort during service-learning experiences. Faculty's expectations of success centered on their own self-efficacy and view of ability. Faculty valued the relationships that were established, benefits that were gained, and risks that were taken. Implications: Through the Expectancy x Value theory, this research provides a foundation for understanding what motivates faculty to continue teaching service-learning courses, which can help institutions more effectively support faculty members.
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来源期刊
Journal of Experiential Education
Journal of Experiential Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
20.00%
发文量
26
期刊介绍: The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.
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