Addressing preservice teachers' conceptions of motivation

Jill D. Salisbury-Glennon, Robert James Stevens

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

Preservice teachers' prior knowledge about teaching and learning may differ substantially from the theories and ideas presented in their education courses. In the present study, a refutational (conceptual change) text on motivation was used in an effort to address preservice teachers' conceptions of motivation. Results indicated that preservice teachers who read the refutational text performed significantly better on a posttest and demonstrated more of a change in their knowledge. Further results indicated that in the absence of this text, self-regulated learning strategies enabled preservice teachers to undergo a change in their knowledge from the pretest to the posttest.

Original languageEnglish (US)
Pages (from-to)741-752
Number of pages12
JournalTeaching and Teacher Education
Volume15
Issue number7
DOIs
StatePublished - Jan 1 1999

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teacher
learning strategy
Teaching
knowledge
learning
education

All Science Journal Classification (ASJC) codes

  • Education

Cite this

Salisbury-Glennon, Jill D. ; Stevens, Robert James. / Addressing preservice teachers' conceptions of motivation. In: Teaching and Teacher Education. 1999 ; Vol. 15, No. 7. pp. 741-752.
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Addressing preservice teachers' conceptions of motivation. / Salisbury-Glennon, Jill D.; Stevens, Robert James.

In: Teaching and Teacher Education, Vol. 15, No. 7, 01.01.1999, p. 741-752.

Research output: Contribution to journalArticle

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