Charting the course for the teaching profession: The energizing and sustaining role of motivational forces

Learning and Instruction

Volumn 18, Issue 5, 2008, Pages 483-491

  Alexander, Patricia A ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

Motivation; Professional development; Teacher beliefs; Teacher knowledge; Teaching

Indexed keywords

EID: 50949106930     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2008.06.006     Document Type: Article

References (16)

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2. Alexander P.A., and Murphy P.K. Profiling the differences in students' knowledge, interest, and strategic processing. Journal of Educational Psychology 90 (1998) 435-447
3. Alexander P.A., Sperl C.T., Buehl M.M., Fives H., and Chiu S. Modeling domain learning: profiles from the field of special education. Journal of Educational Psychology 96 (2004) 545-557
4. Butler R., and Shibaz L. Achievement goals for teaching as predictors of students' perceptions of instructional practices and students' help seeking and cheating. Learning and Instruction 18 5 (2008) 453-467
5. Csikszentmihalyi M. FLOW: The psychology of optimal experience (1990), HarperCollins, New York
6. Dewey J. Interest and effort in education (1913), Riverdale, Boston
7. Fives H., and Alexander P.A. How schools shape teacher motivations: another piece in the achievement puzzle. In: McInerney D.M., and Van Etten S. (Eds). Big theories revisited. Research on sociocultural influences on motivation and learning Vol. 4 (2004), Information Age, Greenwich, CT 329-359
8. Fox, E., Dinsmore, D. L., & Alexander, P. A. Situational success at reading challenging texts: exposing the fragile understanding of college students. In P. A. Alexander, Fragile understanding: When good ideas go bad. Symposium conducted at the annual meeting of the American Educational Research Association, April 2007, Chicago.
9. James W. Writings: 1878-1899. [Original published in 1899]. Talks to teachers (1992), Literacy Classics of the United States, New York
10. Kieschke U., and Schaarschmidt U. Professional commitment and health among teachers in Germany: a typological approach. Learning and Instruction 18 5 (2008) 429-437
11. Kunter M., Tsai Y.-M., Klusmann U., Brunner M., Krauss S., and Baumert J. Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction. Learning and Instruction 18 5 (2008) 468-482
12. Maggioni, L., Alexander, P. A., & Costich, C. Teaching history using multiple sources: exploring teachers' epistemic stances, submitted for publication.
13. Malmberg L.-E. Student teachers' achievement goal orientations during teacher studies: antecedents, correlates and outcomes. Learning and Instruction 18 5 (2008) 438-452
14. Murphy P.K., Alexander P.A., Greene J.A., and Edwards M.N. Epistemological threads in the fabric of conceptual change research. In: Vosniadou S., Baltas A., and Vamvakoussi X. (Eds). Re-framing the conceptual change approach in learning and instruction (2007), Elsevier, Amsterdam 105-122
15. Richardson P.W., and Watt H.M.G. Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. The Asia-Pacific Journal of Teacher Education 34 1 (2006) 27-56
16. Watt H.M.G., and Richardson P.W. Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction 18 5 (2008) 408-428