Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction

Kunter, Mareike; Tsai, Yi‐Miau; Klusmann, Uta; Brunner, Martin; Krauss, Stefan; Baumert, Jürgen

doi:10.1016/j.learninstruc.2008.06.008

Cited by 385 publications

(335 citation statements)

References 43 publications

(55 reference statements)

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“…Further, research findings evidenced that positive affect of teachers (such as enjoying teaching) and experienced enthusiasm as a motivational disposition is transmitted to students via enthusiastic teaching behaviors Kunter et al, 2008). The present study therefore considers teachers' interest in teaching physics as an intrinsic form of motivation that also includes positive affect (Krapp, 2007).…”

Section: The Present Study: Aims and Hypothesesmentioning

confidence: 86%

“…Future research could address other instructional features enabling teachers to transport their own excitement into teaching in a way that students can profit from it. In the present study, only teachers' motivation in the form of interest in teaching physics was considered because teaching related factors of motivation were found to be the more decisive in previous research Kunter et al, 2008). However, it might very well be the case that also subject-specific interest serves as a basis teachers can motivationally draw on during instruction, presenting physics contents in a way that arouses students' curiosity.…”

Section: Implementing Teacher Motivation In the Classroommentioning

confidence: 95%

“…The teacher engages students in elaboration and discussion and lets them explain their own understanding instead of just going for "right" or "wrong" answers, thus eliciting higher cognitive processes in students. This is reflected in items for rating the perceived cognitive challenge in teachers' tasks from the students' perspective (e.g., sample item in Kunter et al, 2008, "Our mathematics teacher asks us to explain our thought processes thoroughly," p. 473). Cognitive activation may also be assessed by direct rating of teachers' tasks and questions, for example, based on classroom observations Praetorius, Lenske, & Helmke, 2012).…”

Section: Instructional Processesmentioning

confidence: 99%

“…In research, teacher motivation has been investigated mainly in terms of self-efficacy beliefs (e.g., Dicke et al, 2014;Klassen & Chiu, 2011;Moe, Pazzaglia, & Ronconi, 2010; see also Woolfolk Hoy, Hoy, & Davis, 2009) and goal orientations (e.g., Butler, 2007Butler, , 2012Klassen, Perry, & Frenzel, 2012;Nitsche, Dickh€ auser, Fasching, & Dresel, 2011;Retelsdorf, Butler, Streblow, & Schiefele, 2010). Less often has teacher motivation been examined in terms of intrinsic motivation (see Kunter & Holzberger, 2013;Roth, 2013) or (positive) affect Keller et al, 2014;Kunter et al, 2008). The findings overall suggest that teachers' motivation determines their instructional behavior and hence students' outcomes (e.g., Butler & Shibaz, 2008;Schiefele & Schaffner, 2015).…”

Section: Journal Of Research In Science Teachingmentioning

confidence: 99%

“…With regards to positive affect, teachers' teaching-related enjoyment or experienced enthusiasm has been shown to be transmitted to students in a way that supports their own enjoyment and subject-related interest (Keller et al, 2014). Research evidenced so far that this effect is facilitated via enthusiastic teaching behaviors: Teachers with higher levels of enjoyment exhibit higher levels of enthusiastic, enigmatic, and animated teaching Keller et al, 2014;Kunter et al, 2008). Thereby, enthusiastic teaching can be understood as the corresponding instructional behavior through which teachers' interest as an affectively toned form of motivation is displayed and as such becomes visible during teaching and perceivable by students.…”

Section: Journal Of Research In Science Teachingmentioning

confidence: 99%

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The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students' interest. So far, however, most research either focused on knowledge or motivation (both on the students' as well as the teachers' side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N ¼ 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi-method approach in combining data obtained from testinstruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi-level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students' achievement; the effect was mediated by cognitive activation. Teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students' interest, nor teacher motivation students' achievement. This implies that in order to improve students' cognitive as well as affective outcomes, both teachers' knowledge but also their motivation need to be considered. motivation need to be considered.

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Section: The Present Study: Aims and Hypothesesmentioning

confidence: 86%

Section: Implementing Teacher Motivation In the Classroommentioning

confidence: 95%

Section: Instructional Processesmentioning

confidence: 99%

Section: Journal Of Research In Science Teachingmentioning

confidence: 99%

Section: Journal Of Research In Science Teachingmentioning

confidence: 99%

See 3 more Smart Citations

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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The Indirect Effect of Teachers’ Creative Mindsets on Teaching Creativity

Paek¹,

Sumners²

2017

Journal of Creative Behavior

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Understanding how teachers’ implicit beliefs promote and inhibit students’ creativity has important implications for fostering creativity in the classroom. This study investigated whether the effect of teachers’ fixed creative mindset on their self‐efficacy for teaching creativity was mediated by their perceptions of students’ potential and the degree to which this indirect effect varied by level of growth creative mindset. A sample of educators (N = 119) completed an online survey containing questions regarding creative mindsets, perceptions of students’ potential, self‐efficacy for teaching creativity, and a set of relevant covariates. A moderated mediation analysis indicated that the more teachers believed creativity to be innate, the less teachers tended to perceive every student to possess creative potential. Consequently, teachers’ confidence in their ability to teach for creativity was diminished. Results from the corresponding tests of simple indirect effects indicated that this negative indirect effect of a fixed creative mindset was lessened by teachers’ growth creative mindset. Taken together, the findings suggest the likely significant role of teachers’ fixed and growth creative mindsets for fostering creativity in classroom.

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Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results

et al. 2014

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Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers'science content knowledge as measured by a science knowledge test, a questionnaire, and classroom observations. These three measures, along with college science courses taken, were then used to examine the effect of teachers' science content knowledge on student achievement outcomes. The intervention had a significant effect on the treatment group teachers' science knowledge test scores and questionnaire responses compared to the control group, but not on the classroom observation ratings. Teachers' scores on the science knowledge test were found to be the largest significant teacher-level predictor of student achievement outcomes regardless of participation in the intervention. #

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Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction

Cited by 385 publications

References 43 publications

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

The Indirect Effect of Teachers’ Creative Mindsets on Teaching Creativity

Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results

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