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dc.contributor.authorSolheim, Ksenia
dc.date.accessioned2019-06-27T13:17:11Z
dc.date.available2019-06-27T13:17:11Z
dc.date.created2019-06-23T12:43:26Z
dc.date.issued2019-06
dc.identifier.citationSolheim, K. (2019) Teachers’ Aspirations to Improve their Classroom Interaction. International Journal of Learning, Teaching and Educational Research. 18 (6), 147-169.nb_NO
dc.identifier.issn1694-2116
dc.identifier.urihttp://hdl.handle.net/11250/2602630
dc.description.abstractThis article explores teachers’ aspirations to improve their classroom interactions with students. The classroom interaction framework of Pianta and colleagues (2012) and the motivational factors approach were combined to investigate 76 in-service lower-secondary school teachers’ perceptions of their motivations towards emotional support, classroom organization and instructional support improvement. The results showed that the teachers’ aspirations were explained by a desire to improve for students' sake. Self-growth as a professional and the desire for increased knowledge in different domains of classroom interaction were among the factors influencing teachers’ possible educational processes. Recognizing teachers’ professional values, expectations and emotions may inform teacher education pedagogies and contexts for teacher learning.nb_NO
dc.language.isoengnb_NO
dc.publisherUniversidad Pablo de Olavidenb_NO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectutdanningsvitenskapnb_NO
dc.subjectklassroom interactionnb_NO
dc.subjectmotivational factorsnb_NO
dc.subjectmotivational factorsnb_NO
dc.titleTeachers’ Aspirations to Improve their Classroom Interactionnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.rights.holder© 2019 The author and IJLTER.ORG. All rights reserved.nb_NO
dc.subject.nsiVDP::Social science: 200::Education: 280::General education: 281nb_NO
dc.source.pagenumber147-169nb_NO
dc.source.volume18nb_NO
dc.source.journalInternational Journal of Learning, Teaching and Educational Researchnb_NO
dc.source.issue6nb_NO
dc.identifier.doihttps://doi.org/10.26803/ijlter.18.6.9
dc.identifier.cristin1707059
dc.relation.projectNorges forskningsråd: 238003nb_NO
cristin.unitcode217,6,5,0
cristin.unitnameNasjonalt senter for læringsmiljø og atferdsforskning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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