Long-term changes in teacher beliefs and motivation: Progress, stagnation or regress?

被引：0
作者：
Boenke, Nikolaus [1 ,6 ]
Klusmann, Uta [2 ]
Kunter, Mareike [3 ,4 ]
Richter, Dirk [5 ]
Voss, Thamar [1 ]
机构：
[1] Univ Freiburg, Dept Educ Sci, Freiburg, Germany
[2] Leibniz Inst Sci & Math Educ, IPN, Kiel, Germany
[3] Leibniz Inst Res & Informat Educ, DIPF, Frankfurt, Germany
[4] Goethe Univ, Frankfurt, Germany
[5] Univ Potsdam, Dept Educ, Potsdam, Germany
[6] Univ Freiburg, Dept Educ Sci, Rempartstr 11, D-79098 Freiburg, Germany
来源：
TEACHING AND TEACHER EDUCATION | 2024年 / 141卷
关键词：
Teacher beliefs; Constructivist beliefs; Enthusiasm; Teachers' professional competence; Longitudinal study; Latent growth curve modeling; BEGINNING TEACHERS; PROFESSIONAL-DEVELOPMENT; INSTRUCTIONAL QUALITY; PERSONALITY-TRAITS; FIT INDEXES; IMPACT; EDUCATION; ACHIEVEMENT; INDUCTION; REFLECTION;
D O I：
10.1016/j.tate.2024.104489
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Developing and maintaining constructivist beliefs and high levels of enthusiasm are important goals in the teaching profession. Therefore, in the present study, we investigated beliefs and enthusiasm of N = 856 German mathematics teacher (candidates) longitudinally. Results of latent growth curve modeling revealed that teachers' constructivist beliefs declined, subject enthusiasm initially increased, and teaching enthusiasm remained stable over a 12 -year period. Openness to experience buffered a decline in constructivist beliefs. Collaboration with colleagues and reflection were predictive of in-service teachers' level of constructivist beliefs and their teaching enthusiasm, providing valuable implications about how to promote positive long-term developments.
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页数：14
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