Teachers’ motivations for initiating innovations

Emo, Wendy

doi:10.1007/s10833-015-9243-7

Cited by 38 publications

(43 citation statements)

References 18 publications

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“…However, acknowledging the importance of change does not automatically result in successful innovations. University teacher's involvement appears to be a key factor for sustainable educational change (e.g., Emo 2015;Van Driel et al 1997), and connecting these professionals has been identified as one of the basic requirements for complex change processes to achieve innovation (e.g., Kotter 2012).…”

Section: Introductionmentioning

confidence: 99%

Leadership for team learning: the case of university teacher teams

et al. 2017

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Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members' perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge.

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Section: Introductionmentioning

confidence: 99%

Leadership for team learning: the case of university teacher teams

et al. 2017

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“…En este segundo grupo se encuentran las investigaciones que hacen un mayor énfasis en las situaciones de alta incertidumbre, en las que se involucran docentes de secundaria, las cuales generan sentimientos de angustia al enfrentar la poca retroalimentación de su desempeño en relación con el proceso de aprendizaje de sus estudiantes (Emo, 2015). En efecto, la percepción docente respecto de su trabajo en el aula de clase afecta tanto su motivación como su efectividad (Day, Sammons, Stobart, Kington y Gu, 2007), al limitar la retroalimentación de parte de la gerencia hacia ellos o ellas.…”

Section: Motivación Extrínsecaunclassified

“…Este grupo de investigaciones intenta determinar los factores externos que generan ansiedad en docentes debido a una serie de situaciones a las que se enfrentan -poca retroalimentación en el trabajo, uso de nuevas metodologías para la formación de estudiantes, hasta una incesante presión del medio académico para el cambio en los patrones de enseñanza- (Emo, 2015).…”

Section: Motivación Extrínsecaunclassified

Percepciones acerca de la motivación docente en personal directivo de instituciones de educación secundaria en la zona metropolitana de Medellín, 2015

López-Arellano

Salazar

Franco-López

2017

Rev. Electr. Educare

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This study is an exploratory research with the purpose of measuring perceptions High School principals have about teachers’ motivation in four specific areas: facilities and institutional resources, intrinsic motivation, extrinsic motivation and social impacts. In this article, perceptions of principals working in public and private schools are compared. The authors designed and applied a five Likert-scale questionnaire to determine the perceptions of principals about motivation in their teacher staffs; the tool was implemented in fifty-one schools of the Metropolitan Area of Medellín, Colombia. Data show a higher favorability (i.e., categories with a better score) in private schools than in public ones.

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“…Other times it is the school organization itself that refuses to modify its routines: accustomed to very hierarchical structures, it is not flexible enough to confront proposals that transcend the walls of the center and require transversality between several subjects, and involve several professionals, including participants external to the school (Murphy et al, 2013). In any case, the working group created to promote and coordinate these educational actions began the task of designing projects and recruiting other teachers to use these methodological changes (Emo, 2015). Students were involved in brainstorming sessions for different projects with the teachers for each subject.…”

Section: Introductionmentioning

confidence: 99%

PBL Teaching Method through Cooperative Learning

Dopico¹,

Pevida²

2017

GJES

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The challenges proposed by the knowledge society requires a change of mentality and routines of our students. Consequently, a shift is also needed in the role played by teachers in their education. 34 secondary school teachers from three Spanish high schools, from Ceuta, Madrid and Asturias, working as part of a network, began to introduce project-based learning (PBL) and cooperative learning to facilitate this change. We analyze the correlations between the beliefs and the attitudes of teachers when they were initiating a methodological transition in their patterns of teaching. At the same time, we compare the competencies and strategies related with PBL that 372 secondary school students from these high schools consider being personally important with those who they believe necessary to improve their learning or to be successful with academic requirements.

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Teachers’ motivations for initiating innovations

Cited by 38 publications

References 18 publications

Leadership for team learning: the case of university teacher teams

Leadership for team learning: the case of university teacher teams

Percepciones acerca de la motivación docente en personal directivo de instituciones de educación secundaria en la zona metropolitana de Medellín, 2015

PBL Teaching Method through Cooperative Learning

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