Assisting Preservice Teachers toward More Motivationally Supportive Instruction

The purpose of this study was to examine the influence of an intervention grounded in Self-Determination Theory on preservice teachers' instructional behaviors and the motivational responses of their students. A total of 62 preservice physical education teachers enrolled in a secondary physical...

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Bibliographic Details
Published in:Journal of teaching in physical education 2015-01, Vol.34 (1), p.119-130
Main Author: Perlman, Dana
Format: Article
Language:English
Subjects:
Comparative Analysis
Control Groups
Experimental Groups
Grade 9
Likert Scales
Methods Courses
Observation
Physical education
Physical Education Teachers
Preservice Teachers
Pretests Posttests
Questionnaires
Secondary School Teachers
Self Determination
Statistical Analysis
Student Motivation
Surveys
Teaching Methods
Teaching Skills
Team Sports
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Summary:The purpose of this study was to examine the influence of an intervention grounded in Self-Determination Theory on preservice teachers' instructional behaviors and the motivational responses of their students. A total of 62 preservice physical education teachers enrolled in a secondary physical education content and methods course were randomly assigned to either a treatment (n = 31) or a control group (n = 31). The study employed a pretest/posttest design and data were collected through: (a) observation of preservice teachers' instruction, (b) a survey measuring preservice teachers' perceptions of their autonomy support, and (c) a survey measuring secondary students' motivation. Data analysis used repeated-measures ANOVAs to examine differences between the groups. Results indicated significant changes in autonomy-support for both teachers and students exposed to the intervention.
ISSN:0273-5024
1543-2769
DOI:10.1123/jtpe.2013-0208