Responsabilidad personal docente y motivación escolar

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Revista Electronica Interuniversitaria de Formacion del Profesorado Pub Date : 2021-01-21 DOI:10.6018/REIFOP.402761
Consuelo Cáceres, Carla Muñoz, Jorge Valenzuela
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引用次数: 6

Abstract

This article analyzes self-reports of teacher perceptions regarding personal responsibility in school motivation. Participants were teachers-in-training and those currently working in Primary Education (n=773) in the Araucania Region, Chile. Four different profiles were identified from cluster analysis, where responsibility was seen as personal, or shared; and where school motivation was represented as continuous, or discrete. Results show that respondents tend to place responsibility for school motivation within the family for the most effective exercise of the profession. For practicing teachers, school motivation tended to be conceived of as discrete moments, of shared responsibility; while future teachers were significantly more likely to see motivation as a continuous process, of personal (teacher) responsibility. Given that teachers have the educational tools and opportunity to most effectively motivate school learning, it is urgent to generate strategies where responsibility is robustly assumed by teachers themselves; and as a continuous process beyond a specific moment in the classroom.
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教师个人责任和学校动机
本文分析了教师在学校动机中对个人责任的自我报告。参与者是在智利阿劳卡尼亚地区接受培训的教师和目前从事小学教育的教师(n=773)。从聚类分析中确定了四种不同的情况,其中责任被视为个人责任或分担责任;以及学校动机表现为连续或离散。结果显示,受访者倾向于将学校动机的责任放在家庭内部,以便最有效地从事这一职业。对于实习教师来说,学校动机往往被认为是离散的时刻,是分担责任的时刻;而未来的教师更可能将动机视为一个持续的过程,即个人(教师)责任。鉴于教师拥有最有效地激励学校学习的教育工具和机会,迫切需要制定由教师自己承担责任的战略;以及作为一个超越课堂特定时刻的连续过程。
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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