Teachers’ Motivation Related to Teaching and Learning Processes

Bettina Steren Dos Santos,Juan José Mouriño Mosquera,Claus Dieter Stobäus,Denise Dalpiaz Antunes

doi:10.4236/ce.2016.715202

Bettina Steren Dos Santos, Juan José Mouriño Mosquera + Show 2 more

Open Access

https://doi.org/10.4236/ce.2016.715202

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Abstract

We use theoretical fields about aspects of the Teaching and Learning processes related to the Motivational Process and reviews elements of the conceptualization of motivation, as a process who involves external/extrinsic and internal/intrinsic components, including elements of interpersonal relationships. The research data are qualitative, using 34 teachers’ field diaries, obtained after the workshops developed with them, complemented with our infield (unsystematic) observations, in three schools, about: their pedagogical practice, motivation, aspects of his/her malaise and well-being, reflections about their self-image and self-esteem, autonomy and cooperation for motivation in education. Their qualitative speeches were pointed on field diaries, complemented with observations, obtained in the meetings with these teachers. They are analyzed by Content Analysis Technique and the categories we found are: 1) Initial conceptions that subjects bring on the subject motivation; 2) Relation between malaise/wellbeing and teacher’s motivation; 3) Relation among self-image, self-esteem and motivation; 4) Cooperation for motivation in the profession. We stress the need and importance of conducting positive aspects related to the subjectivity aspects of the teacher and students’ relationships, remembering that the three components (knowledge, skills and attitudes/affect) interact constantly. We still see that our field research needs to be expanded, with a view to provide continuing education for the teachers (also students and parents) to make them aware of the importance of motivation related to his/her well-being.

Highlights

By analyzing the actual educational reality, we can observe that the situation in the schools, especially in the classrooms often reveals a lack of motivation, both for students and teachers
We use theoretical fields about aspects of the Teaching and Learning processes related to the Motivational Process and reviews elements of the conceptualization of motivation, as a process who involves external/extrinsic and internal/intrinsic components, including elements of interpersonal relationships
The research data are qualitative, using 34 teachers’ field diaries, obtained after the workshops developed with them, complemented with our infield observations, in three schools, about: their pedagogical practice, motivation, aspects of his/her malaise and well-being, reflections about their self-image and self-esteem, autonomy and cooperation for motivation in education. Their qualitative speeches were pointed on field diaries, complemented with observations, obtained in the meetings with these teachers. They are analyzed by Content Analysis Technique and the categories we found are: 1) Initial conceptions that subjects bring on the subject motivation; 2) Relation between malaise/wellbeing and teacher’s motivation; 3) Relation among self-image, self-esteem and motivation; 4) Cooperation for motivation in the profession

Summary

Introduction

By analyzing the actual educational reality, we can observe that the situation in the schools, especially in the classrooms often reveals a lack of motivation, both for students and teachers. In dialogic relationship between learning and education, we note that a low level of motivation, lack of enthusiasm, lack of curiosity or loss of stimulus pose a risk for students’ school failure. Realizing these obvious transformations and transporting them into the institution is essential to point out that teachers’ teaching must be designed comprehensively and encouragingly, and the students must be encouraged in more provocative and positive environments, with their peers, parents, neighbors, and the society. The major research questions that guide us are: How is the motivation before and after implementing the workshops of self-knowledge? The research was approved on Ethical Committee at PUCRS-Pontifical Catholic University of Rio Grande do Sul-PUCRS

Theoretical Field

Motivation as a Process

Teaching and Learning Are Processes

DATA Analysis

Conclusion