Teachers’ Aspirations to Improve their Classroom Interaction
Abstract
This article explores teachers’ aspirations to improve their classroom interactions with students. The classroom interaction framework of Pianta and colleagues (2012) and the motivational factors approach were combined to investigate 76 in-service lower-secondary school teachers’ perceptions of their motivations towards emotional support, classroom organization and instructional support improvement. The results showed that the teachers’ aspirations were explained by a desire to improve for students' sake. Self-growth as a professional and the desire for increased knowledge in different domains of classroom interaction were among the factors influencing teachers’ possible educational processes. Recognizing teachers’ professional values, expectations and emotions may inform teacher education pedagogies and contexts for teacher learning.
https://doi.org/10.26803/ijlter.18.6.9
Keywords
Full Text:
PDFReferences
Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher-student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system-secondary. School Psychology Review, 42(1), 76-98.
Appova, A., & Arbaugh, F. (2018). Teachers’ motivation to learn: Implications for supporting professional growth. Professional Development in Education, 44(1), 5-21. https://doi.org/10.1080/19415257.2017.1280524
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533-548. https://doi.org/10.1016/j.learninstruc.2009.09.001
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY, US: W H Freeman/Times Books/ Henry Holt & Co.
Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences of the United States of America, 107(5), 1860-1863. https://doi.org/10.1073/pnas.0910967107
Borkowski, J. G. (1985). Signs of intelligence: Strategy generalization and metacognition. The growth of reflection in children, 7, 105-144.
Butler, R., & Shibaz, L. (2014). Striving to connect and striving to learn: Influences of relational and mastery goals for teaching on teacher behaviors and student interest and help seeking. International journal of educational research, 65, 41-53. https://doi.org/10.1016/j.ijer.2013.09.006
Carson, R. L., & Chase, M. A. (2009). An examination of physical education teacher motivation from a self-determination theoretical framework. Physical Education and Sport Pedagogy, 14(4), 335-353. https://doi.org/10.1080/17408980802301866
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193-218. https://doi.org/10.1007/s10648-009-9106-y
Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65(1), 14-19.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399
Downer, J., Jamil, F., Maier, M., Pianta, R., Howes, C., Pianta, R., & Hamre, B. (2012). Using video-based coursework and coaching to improve teacher-child interactions: The role of basic psychological processes. Effective professional development in early childhood education, 131-155.
Dweck, C. S. (1992). Article commentary: The study of goals in psychology. Psychological Science, 3(3), 165-167. https://doi.org/10.1111/j.1467-9280.1992.tb00019.x
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco, CA: W. H. Freeman.
Emmer, E. T. (1994). Classroom management for secondary teachers. Needham Heights, MA: Allyn & Bacon: A Division of Simon & Schuster, Inc..
Fairman, J. C., & Mackenzie, S. V. (2012). Spheres of teacher leadership action for learning. Professional Development in Education, 38(2), 229-246. https://doi.org/10.1080/19415257.2012.657865
Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Educational psychology handbook series. International handbook of emotions in education (pp. 494-518). New York, NY, US: Routledge/Taylor & Francis Group. https://doi.org/10.4324/9780203148211.ch25
Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17(5), 478-493. https://doi.org/10.1016/j.learninstruc.2007.09.001
Gibson, L. (2017). Type me your answer. In V. Braun, V. Clarke, & D. Gray (Eds.), Collecting qualitative data: A practical guide to textual, media and virtual techniques (pp. 213-234). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781107295094.011
Golby, M. (1996). Teachers’ emotions: An illustrated discussion. Cambridge Journal of Education, 26(3), 423-434. https://doi.org/10.1080/0305764960260310
Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domain-specific elements of teacher-child interactions: Associations with preschool children's development. Child Development, 85(3), 1257-1274. https://doi.org/10.1111/cdev.12184
Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., . . . Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461-487. https://doi.org/10.1086/669616
Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to school (pp. 49–84). Baltimore, MD: Brookes.
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. https://doi.org/10.1080/2331186x.2016.1217819
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826. https://doi.org/10.1016/s0742-051x(00)00028-7
Hascher, T., van der Veen, I., & Roede, E. (2005). Relations between adolescents’ self-evaluations, time perspectives, motivation for school and their achievement in different countries and at different ages. European Journal of Psychology of Education, 20(3), 209. https://doi.org/10.1007/bf03173553
Havik, T., & Westergård, E. (2019). Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement. Scandinavian Journal of Educational Research, 1-20. https://doi.org/10.1080/00313831.2019.1577754
Heystek, J., & Terhoven, R. (2015). Motivation as critical factor for teacher development in contextually challenging underperforming schools in South Africa. Professional Development in Education, 41(4), 624-639. https://doi.org/10.1080/19415257.2014.940628
Holt, C., Hargrove, P., & Harris, S. (2011). An investigation into the life experiences and beliefs of teachers exhibiting highly effective classroom management behaviors. Teacher Education and Practice, 24(1), 96-113.
Hoy, A. W., Hoy, W. K., & Davis, H. A. (2009). Teachers' self-efficacy beliefs. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (pp. 627-653). New York, NY, US: Routledge/Taylor & Francis Group.
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs. Journal of Educational Psychology, 104(1), 150-165. https://doi.org/10.1037/a0026253
Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36(4), 289-301. https://doi.org/10.1016/j.cedpsych.2011.07.001
Loeb, S., Kalogrides, D., & Béteille, T. (2012). Effective schools: Teacher hiring, assignment, development, and retention. Education Finance and Policy, 7(3), 269-304. https://doi.org/10.1162/edfp_a_00068
Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). The relationship between departments as professional communities and student achievement in secondary schools. Teaching and Teacher Education, 27(4), 722-731. https://doi.org/10.1016/j.tate.2010.12.003
Maehr, M. L., & Braskamp, L. A. (1986). The motivation factor: A theory of personal investment. Lexington Books: DC Heath and Company. https://doi.org/10.1016/s0749-7423(05)14009-6
Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77-104). NewYork, NY: Routledge. https://doi.org/10.4324/9780203879498
Mansfield, C. F., & Volet, S. E. (2010). Developing beliefs about classroom motivation: Journeys of preservice teachers. Teaching and Teacher Education, 26(7), 1404-1415. https://doi.org/10.1016/j.tate.2010.04.005
Marzano, R. J. (2014). Proximal versus distal validity coefficients for teacher observational instruments. The Teacher Educator, 49(2), 89-96. https://doi.org/10.1080/08878730.2014.885783
McMillan, D. J., McConnell, B., & O’Sullivan, H. (2016). Continuing professional development – why bother? Perceptions and motivations of teachers in Ireland. Professional Development in Education, 42(1), 150-167. https://doi.org/10.1080/19415257.2014.952044
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data. Analysis: A methods sourcebook. Thousand Oaks, CA: Sage.
Ministry of Education. (2016). Meld. St. 28 (2015–2016) fag – fordypning – forståelse — en fornyelse av kunnskapsløftet. [Message N. 28 (2015–2016) subjects - specialization - understanding - a renewal of the knoeldegde development]. Oslo: Ministry of Education.
Ministry of Education and Research. (1996). Læreplanverket for den 10-årige grunnskulen (L97) [National curriculum for primary and lower secondary education]. Oslo: Ministry of Education and Research.
Moolenaar, N. M. (2012). A social network perspective on teacher collaboration in schools: Theory, methodology, and applications. American Journal of Education, 119(1), 7-39. https://doi.org/10.1086/667715
Nie, Y., & Lau, S. (2009). Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective. Contemporary EducationalPsychology,34(3),185-194. https://doi.org/10.1016/j.cedpsych.2009.03.001
Patrick, H., Turner, J. C., & Strati, A. D. (2016). Classroom and school influences on student motivation. In K. R. Wenzel & G. B. Ramani (Eds.), Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes (pp. 241–257). New York: Routledge. https://doi.org/10.4324/9781315769929
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9
Pianta, R. C. (2016). Classroom processes and teacher-student interaction: Integrations with a developmental psychopathology perspective. In D. Cicchetti (Ed.), Developmental psychopathology: Risk, resilience, and intervention (pp. 1-45). Hoboken, NJ,US:JohnWiley & Sons Inc. https://doi.org/10.1002/9781119125556.devpsy415
Pianta, R. C., & Allen, J. P. (2008). Building capacity for positive youth development in secondary school classrooms: Changing teachers’ interactions with students. Toward Positive Youth Development: Transforming Schools and Community Programs, 1, 21-40. https://doi.org/10.1093/acprof:oso/9780195327892.003.0002
Pianta, R. C., Hamre, B. K., & Mintz, S. (2012a). Classroom assessment scoring system (CLASS): Secondary manual. Charlottesville: Teachstone.
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012b). Teacher–student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of Research on student engagement (pp. 365–386). Boston, MA: Springer. https://doi.org/10.1007/978-1-4614-2018-7_17
Pintrich, P. R. (1988). A processâ€oriented view of student motivation and cognition. New directions for institutional research, 1988(57), 65-79. https://doi.org/10.1002/ir.37019885707
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037//0022-0663.82.1.33
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ preacademic skills: Self-regulation as a mediating mechanism. Child Development, 82(1), 362-378. https://doi.org/10.1111/j.1467-8624.2010.01561.x
Rivera, E. A., McMahon, S. D., & Keys, C. B. (2014). Collaborative teaching: School implementation and connections with outcomes among students with disabilities. Journal of Prevention & Intervention in the Community, 42(1), 72-85. https://doi.org/10.1080/10852352.2014.855067
Roede, E. (1989). Explaining student investment. An investigationof high school students’ introspective causal accounts of theirinvestment in school. Amsterdam: SCO Kohnstamm Institute.
Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10(2), 321-352. https://doi.org/10.1017/s0954579498001631
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761-774. https://doi.org/10.1037/0022-0663.99.4.761
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95-103. https://doi.org/10.1016/j.learninstruc.2016.01.004
Schiefele, U. (2009). Situational and individual interest. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (pp. 197-222). New York, NY, US: Routledge/Taylor & Francis Group.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231. https://doi.org/10.1207/s15326985ep2603&4_2
Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment (pp. 281-303). Boston, MA: Springer. https://doi.org/10.1007/978-1-4419-6868-5_10
Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (pp. 35-53). New York, NY, US: Routledge/Taylor & Francis Group.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Skinner, E. A., Zimmer-Gembeck, M. J., Connell, J. P., Eccles, J. S., & Wellborn, J. G. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63(2/3), i-231. https://doi.org/10.2307/1166220
Solheim, K., Ertesvåg, S. K., & Berg, G. D. (2018). How teachers can improve their classroom interaction with students: New findings from teachers themselves. Journal of Educational Change, 19(4), 511-538. https://doi.org/10.1007/s10833-018-9333-4
Solheim, K., Roland, P., & Ertesvåg, S. K. (2018). Teachers’ perceptions of their collective and individual learning regarding classroom interaction. Educational Research, 1-19. https://doi.org/10.1080/00131881.2018.1533790
Styslinger, M. E., Clary, D. M., & Oglan, V. A. (2015). Motivating study groups across the disciplines in secondary schools. Professional Development in Education, 41(3), 467-486. https://doi.org/10.1080/19415257.2014.901235
Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358. https://doi.org/10.1023/a:1026131715856
Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496-536. https://doi.org/10.1177/0013161x11400185
Vermunt, J. D. (2014). Teacher learning and professional development. In S. Krolak-Schwerdt, S. Glock, & M. Böhmer (Eds.), Teachers' professional development: Assessment, training, and learning (pp. 79-95). Rotterdam, The Netherlands: Sense. https://doi.org/10.1007/978-94-6209-536-6_6
Wang, M. T., Brinkworth, M., & Eccles, J. (2013). Moderating effects of teacher–student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental psychology, 49(4), 690. https://doi.org/10.1037/a0027916
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3, social, emotional, and personality development (6th ed., pp. 933-1002). Hoboken, NJ, US: John Wiley & Sons Inc. https://doi.org/10.1002/9780470147658.chpsy0315
Wigfield, A., Tonks, S., & Eccles, J. S. (2004). Expectancy value theory in cross-cultural perspective. In D. M. McInerney & S. V. Etten (Eds.), Research on sociocultural influences on motivation and learning: Vol. 4. Big theories revisited (pp. 165-198). Greenwich, CT: Information Age.
Williford, A. P., Maier, M. F., Downer, J. T., Pianta, R. C., & Howes, C. (2013). Understanding how children's engagement and teachers' interactions combine to predict school readiness. Journal of Applied Developmental Psychology, 34(6), 299-309. https://doi.org/10.1016/j.appdev.2013.05.002
Wolfe, S., & Alexander, R. J. (2008). Argumentation and dialogic teaching: Alternative pedagogies for a changing world. London, UK: Futurelab.
Wubbels, T., Brekelmans, M., den Brok, P., Wijsman, L., Mainhard, T., & van Tartwijk, J. (2015). Teacher-student relationships and classroom management. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed.). New York: Routledge.
Zusho, A., Daddino, J., & Garcia, C. B. (2016). Culture, race, ethnicity, and motivation. Handbook of Social Influences in School Contexts. Social-Emotional, Motivation, and Cognitive Outcomes, eds K.R .Wentzel and G.B. Ramani (New York, NY: Routledge), 273-292. https://doi.org/10.4324/9781315769929
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493