Long-term changes in teacher beliefs and motivation: progress, stagnation or regress?
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| Názov: | Long-term changes in teacher beliefs and motivation: progress, stagnation or regress? |
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| Autori: | Bönke, Nikolaus, Klusmann, Uta, Kunter, Mareike, Richter, Dirk, Voss, Thamar |
| Zdroj: | Teaching and teacher education. - 141 (2024) , 104489, ISSN: 0742-051X |
| Rok vydania: | 2024 |
| Zbierka: | University of Freiburg: FreiDok |
| Popis: | Developing and maintaining constructivist beliefs and high levels of enthusiasm are important goals in the teaching profession. Therefore, in the present study, we investigated beliefs and enthusiasm of N = 856 German mathematics teacher (candidates) longitudinally. Results of latent growth curve modeling revealed that teachers’ constructivist beliefs declined, subject enthusiasm initially increased, and teaching enthusiasm remained stable over a 12-year period. Openness to experience buffered a decline in constructivist beliefs. Collaboration with colleagues and reflection were predictive of in-service teachers’ level of constructivist beliefs and their teaching enthusiasm, providing valuable implications about how to promote positive long-term developments. |
| Druh dokumentu: | article in journal/newspaper |
| Popis súboru: | |
| Jazyk: | English |
| Relation: | https://freidok.uni-freiburg.de/data/245899 |
| DOI: | 10.1016/j.tate.2024.104489 |
| Dostupnosť: | https://freidok.uni-freiburg.de/data/245899 https://nbn-resolving.org/urn:nbn:de:bsz:25-freidok-2458990 https://doi.org/10.1016/j.tate.2024.104489 https://freidok.uni-freiburg.de/dnb/download/245899 |
| Rights: | free |
| Prístupové číslo: | edsbas.8B8C5240 |
| Databáza: | BASE |
Nájsť tento článok vo Web of Science | Abstrakt: | Developing and maintaining constructivist beliefs and high levels of enthusiasm are important goals in the teaching profession. Therefore, in the present study, we investigated beliefs and enthusiasm of N = 856 German mathematics teacher (candidates) longitudinally. Results of latent growth curve modeling revealed that teachers’ constructivist beliefs declined, subject enthusiasm initially increased, and teaching enthusiasm remained stable over a 12-year period. Openness to experience buffered a decline in constructivist beliefs. Collaboration with colleagues and reflection were predictive of in-service teachers’ level of constructivist beliefs and their teaching enthusiasm, providing valuable implications about how to promote positive long-term developments. |
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| DOI: | 10.1016/j.tate.2024.104489 |