anden information andersen & krogh nottingham, uk, jan. 2010 motivating to learn – learning to...

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Anden information Andersen & Krogh Nottingham, UK, Jan. 2010 Motivating to Learn – Learning to Motivate WP6f (AU): ¨Enhancing science teachers’ capacities to motivate students and Developing an in-service training package And

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Anden information

Andersen & KroghNottingham, UK, Jan.

2010

Motivating to Learn –Learning to Motivate

WP6f (AU):

¨Enhancing science teachers’ capacities to motivate students

and

Developing an in-service training package

And

Anden information

Andersen & KroghNottingham, UK, Jan.

2010

Framing our TP

Focus area: teachers’ capacities to motivate School level: upper secondary school Content area: the sciences (physics,

chemistry, biology…) Duration/extension (take 1):

15 hours of workshop-time Material & program for 50 hours of

teacher time

Anden information

Andersen & KroghNottingham, UK, Jan.

2010

Local evidence of needs (I) –Student level Thin and stagnating pipeline to ST-studies/careers &

declining cross-sectional student interest in science Students’ attitudes and motivation can change

post-primary school (Krogh & Thomsen (2000, 2001)

Student-centered and inductive (“IBSE-like”) approaches enhances students’ affective outcomes (Krogh (2000), Andersen (2007)

Students motivation can be understood in terms of needs for Competence/Self-efficacy, Autonomy & Relatedness (Krogh (2005,2006), Andersen (2007)

Anden information

Andersen & KroghNottingham, UK, Jan.

2010

Local evidence of needs (II) –Teacher level Teachers enculturated as academic scientists

SMK: high, theoretical PCK: Low, theoretical PCK on motivation: NONE

Low orientation towards IBSE (Krogh (2000), Andersen & Nielsen (2003)

Subject specific flavours (Krogh (2006))

Dominant Motivational Orientation/Thinking: Cognitive orientation (e.g. challenge, Krogh (2006))

“interesting topics” & “good activities” (Andersen & Krogh (2010)

Predictable Instructional shifts = variation? (Andersen & Krogh, 2010)

Anden information

Andersen & KroghNottingham, UK, Jan.

2010

AU-project overview

Anden information

Andersen & KroghNottingham, UK, Jan.

2010

TP design principles

From literature studies:

Extended, collaborative, integrated with curriculum (Hiebert m.fl. , 2002)

Interconnected Model of Practice-Theory interaction (Clarke m.fl., 2002)

Video-groups as tool for professional development (Sherin, 2007)

Motivational awareness and sensitizing through in-class-training. (Stipek, 1998)

Anden information

Andersen & KroghNottingham, UK, Jan.

2010

Connecting practical and theoretical knowledge

Workshops (theoretical inputs & peer discussion)

Anden information

Andersen & KroghNottingham, UK, Jan.

2010

Brief Workshop Description

Pre-activity Teachers write reflective essays on motivation

Workshop1 +Motivational Theory I, exc. & discussions

Inter1 Enacting Reading, theoretical awareness in own classroom

Workshop2 +Motivational Theory2, exc&disc, awareness instr.

Inter2 Enacting Plan & enact activity, use awareness instrument

Workshop3 + Motivational Theory 3, Introducing Video as tool for professional development

Inter3 Enacting Plan and enact motivating sequence (videotaped). Select video-clip for workshop-discussion

Workshop4 + Video-Club, Suppl. Motivational Theory

Inter4 Enacting Plan and enact motivating sequence (videotaped). Select video-clip for workshop-discussion

Workshop5 + Integrating theories, experiences – perspectives for long-term professional development

Evaluation & individual interviews

Anden information

Andersen & KroghNottingham, UK, Jan.

2010

Participant Learning ObjectivesThe TP intervention should develop participants:

recognition that teachers can actually ”learn to motivate” awareness of individual students’ motivation and

motivational cues/aspects within the science classroom capacities to analyze and discuss motivational issues,

using notions and perspectives from motivational theory repertoire of motivational strategies, and their deliberate

use of these in planning and implementing teaching