Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science

Student interest and motivation in STEM subjects has dropped significantly throughout secondary education, for which teacher-student interactions are named as a central reason. This study investigated whether a video-based teacher professional development (TPD) intervention on productive classroom d...

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Bibliographic Details
Published in:Learning and instruction Vol. 35; no. February 2015; pp. 94 - 103
Main Authors: Kiemer, Katharina, Gröschner, Alexander, Pehmer, Ann-Kathrin, Seidel, Tina
Format: Journal Article
Language:English
Published: Elsevier Ltd 01.02.2015
Subjects:
Classroom discourse
Didaktik
Interesse
Interest
Intervention
Klassenraum
Lehrerbildung
Lehrerfortbildung
Self-determination theory
Teacher professional development
Unterricht
Self-determination theory
Interest
Intervention
Classroom discourse
Teacher professional development
ISSN:0959-4752, 1873-3263, 1873-3263
Online Access:Get full text
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Summary:Student interest and motivation in STEM subjects has dropped significantly throughout secondary education, for which teacher-student interactions are named as a central reason. This study investigated whether a video-based teacher professional development (TPD) intervention on productive classroom discourse improved students' learning motivation and interest development over the course of a school year. The teachers' intervention group (IG; n = 6) was compared with a control group (CG; n = 4) who participated in a traditional TPD programme on classroom discourse. The teachers showed a significant increase in constructive feedback and decrease in simple feedback as a function of the treatment. Pre- and post-tests revealed that students in the IG (n = 136) significantly increased their perceived autonomy, competence and intrinsic learning motivation as compared with those in the CG (n = 90). They also showed significantly greater interest changes in the subjects compared with their peers in the CG. (Verlag).
ISSN:0959-4752
1873-3263
1873-3263
DOI:10.1016/j.learninstruc.2014.10.003