Teacher motivation,quality instruction,and student outcomes: Not a simple path |
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Affiliation: | 1. Université du Luxembourg, Maison des Sciences Humaines, Porte des Sciences 11, 4366 Esch-sur-Alzette, Luxembourg;2. University of Oslo, Boks 1072 Blindern, 0316, Oslo, Norway;3. Australian Catholic University, 33 Berry Street, North Sydney, NSW, 2060, Australia;4. Kiel University, Christian-Albrechts-Platz 4, 24118, Kiel, Germany;1. Biology Education, Department of Biology I, LMU Munich, Germany |
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Abstract: | In this commentary, I briefly describe the assumptions of the researchers, then consider what we have learned from the studies in this issue about the links between teacher motivation, instruction, and student perceptions and how best to study these links. Next, I describe three surprises and two concerns about the work reported. In discussing the implications of the research in this issue, I raise several questions that could be investigated to help us understand why teacher and student perceptions might differ and what can be done to bring them into better alignment. Finally, I explore some implications of these studies for teacher education. |
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Keywords: | Teacher motivation Teacher self-efficacy Student perceptions of teaching Teacher motivational profiles Teacher education |
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