Academic Journal
Effect of a need-supportive training programme on novice teachers’ motivating style and students’ engagement: the role of video-based discussion
| العنوان: | Effect of a need-supportive training programme on novice teachers’ motivating style and students’ engagement: the role of video-based discussion |
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| المؤلفون: | André, Amael, Tessier, Damien, Louvet, Benoit |
| المساهمون: | Centre Interdisciplinaire de Recherche Normand en Éducation et Formation (CIRNEF), Université de Caen Normandie (UNICAEN), Normandie Université (NU)-Normandie Université (NU)-Université de Rouen Normandie (UNIROUEN), Normandie Université (NU)-Institut de Recherche Interdisciplinaire Homme et Société (IRIHS), Université de Rouen Normandie (UNIROUEN), Normandie Université (NU), Sport et Environnement Social (SENS), Université Grenoble Alpes (UGA) |
| المصدر: | ISSN: 0261-9768. |
| بيانات النشر: | CCSD Taylor & Francis (Routledge) |
| سنة النشر: | 2023 |
| المجموعة: | Université Grenoble Alpes: HAL |
| مصطلحات موضوعية: | Self-determination theory, Teacher training, Motivating style, Video based-discussion, Multilevel mediation analysis, [SHS]Humanities and Social Sciences |
| الوصف: | International audience ; Based on self-determination theory, this study examines the added value of video-based discussion, which is included in a need-supportive training programme, on novice teachers’ motivating style and students’ engagement throughout a school year. Twenty-four teachers in the treatment condition attended a need-supportive training programme including a video-based discussion, while 24 teachers in the standard condition participated in the need-supportive training programme comprising discussions without video. Teachers’ motivating style and students’ engagement were assessed three times across the year. Results revealed that teachers’ autonomy-support and students’ engagement increased in the treatment condition but not in the standard condition. However, no greater effect of the treatment condition was found on teachers’ structure and relatedness-support, compared to the standard condition. The present findings indicate that combining theoretical sessions and reflective discussions based on video recordings of teachers’ own teaching could represent an efficient strategy to bridge the gap between theory and practice. |
| نوع الوثيقة: | article in journal/newspaper |
| اللغة: | English |
| DOI: | 10.1080/02619768.2023.2250909 |
| الاتاحة: | https://hal.science/hal-04250926 https://doi.org/10.1080/02619768.2023.2250909 |
| رقم الانضمام: | edsbas.799EBB04 |
| قاعدة البيانات: | BASE |
| DOI: | 10.1080/02619768.2023.2250909 |
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