运用情境期望值理论探讨初教学生参与挑战性数学任务的动机

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2022-05-01 DOI:10.1016/j.tate.2022.103663

Jill Fielding , Vincent Geiger , Jodie Miller , Regina Bruder , Ulrike Towara , Iresha Ratnayake

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引用次数: 3

摘要

加强初级教师教育(ITE)学生执行具有挑战性的数学任务的能力是国际政策和课程的重点。在这篇文章中，我们报告了理工学院学生参与具有挑战性的数学任务的动机方面，这是一项探索性研究的结果，该研究涉及41名澳大利亚理工学院四年制课程三年级的学生。数据收集工具包括前后调查和焦点小组访谈。这项研究是解释性的，利用了定量和定性技术。研究结果表明，it学生的动机与情境兴趣密切相关，挑战既可以激励学生，也可以使学生失去动力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks

Strengthening Initial Teacher Education (ITE) students' capabilities to implement challenging mathematical tasks is a focus for policy and curriculum internationally. In this article, we report on motivational aspects of ITE students' engagement with challenging mathematical tasks as an outcome of an explorative study involving 41 Australian ITE students in their third year of a four-year program. Data collection instruments consisted of pre- and post-surveys and a focus group interview. The study was interpretive, utilizing both quantitative and qualitative techniques. Findings suggest ITE student motivation was most closely associated with situational interest and challenge served to both motivate and demotivate students.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.