Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement
dc.contributor.author
dc.date.accessioned
2021-11-15T12:09:05Z
dc.date.available
2021-11-15T12:09:05Z
dc.date.issued
2021-11-03
dc.identifier.issn
2227-7102
dc.identifier.uri
dc.description.abstract
This paper describes a quantitative study that explores both the degree of preservice teachers' (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs' perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher's role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers' involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students' perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students' achievement, on the other hand, was a process that relied on the synergies between the teachers' involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach
dc.description.sponsorship
This research was funded by the Josep Pallach Institute of Education Sciences, University
of Girona, grant number ICE-XIDAC05-2021 and ICE-XIDAR05-2021
dc.format.mimetype
application/pdf
dc.language.iso
eng
dc.publisher
MDPI (Multidisciplinary Digital Publishing Institute)
dc.relation.isformatof
Reproducció digital del document publicat a: https://doi.org/10.3390/educsci11110705
dc.relation.ispartof
Education Sciences, 2021, vol. 11, núm. 11, p. 705
dc.relation.ispartofseries
Articles publicats (D-PS)
dc.rights
Attribution 4.0 International (CC BY 4.0)
dc.rights.uri
dc.source
Cañabate Ortiz, Dolors Gras Pérez, María Eugenia Serra Putellas, Teresa Colomer, Jordi 2021 Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement Education Sciences 11 11 705
dc.subject
dc.title
Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement
dc.type
info:eu-repo/semantics/article
dc.rights.accessRights
info:eu-repo/semantics/openAccess
dc.type.version
info:eu-repo/semantics/publishedVersion
dc.identifier.doi
dc.identifier.idgrec
034018
dc.type.peerreviewed
peer-reviewed
dc.identifier.eissn
2227-7102