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A platform for research: civil engineering, architecture and urbanism
Teacher Enthusiasm in Physics Instruction
In this dissertational study, the influence of teacher enthusiasm on students’ interest and motivation was investigated within the context of physics instruction. Because of the ambiguity of conceptualizations of teacher enthusiasm – as a personality-like and a behavioral aspect of teachers – in previous research, an integrative model was developed that considers both aspects. The concrete operationalization of the personality-like component of enthusiasm included teachers’ interest – in the two domains physics and physics instruction – and motivation. These were both investigated with questionnaires that were newly developed based on preexisting ones. The behavioral component of enthusiasm was realized as nonverbal and enthusiastic teaching behaviors and investigated with a rating system in which observers evaluated the teacher behaviors via videotaped lessons. To realize this approach, the study was incorporated into a large analysis of physics lessons (Quality of Instruction in Physics, QuIP), investigating the quality of physics instruction and its framework conditions in a pre-post design. The main aim of this dissertational study was to test for the enthusiasm model and evaluate the effect of its components on students’ interest and motivation in physics. It was hypothesized that both the personality-like and the behavioral component of enthusiasm positively influence student outcomes, whereas the behavioral component was assumed to be a mediator between the personality-like component and student outcomes. The testing for the enthusiasm model was done by means of correlational analyses and path models. With regard to the personality-like component, it could be ascertained that teachers’ interest in physics and physics instruction are distinct domains and both positively related to teacher motivation. Furthermore, it was found that both domains of interest are also negatively related to measures of burnout, indicating that interest – as could be enthusiasm – might be seen as a personal resource of teachers ...
Teacher Enthusiasm in Physics Instruction
In this dissertational study, the influence of teacher enthusiasm on students’ interest and motivation was investigated within the context of physics instruction. Because of the ambiguity of conceptualizations of teacher enthusiasm – as a personality-like and a behavioral aspect of teachers – in previous research, an integrative model was developed that considers both aspects. The concrete operationalization of the personality-like component of enthusiasm included teachers’ interest – in the two domains physics and physics instruction – and motivation. These were both investigated with questionnaires that were newly developed based on preexisting ones. The behavioral component of enthusiasm was realized as nonverbal and enthusiastic teaching behaviors and investigated with a rating system in which observers evaluated the teacher behaviors via videotaped lessons. To realize this approach, the study was incorporated into a large analysis of physics lessons (Quality of Instruction in Physics, QuIP), investigating the quality of physics instruction and its framework conditions in a pre-post design. The main aim of this dissertational study was to test for the enthusiasm model and evaluate the effect of its components on students’ interest and motivation in physics. It was hypothesized that both the personality-like and the behavioral component of enthusiasm positively influence student outcomes, whereas the behavioral component was assumed to be a mediator between the personality-like component and student outcomes. The testing for the enthusiasm model was done by means of correlational analyses and path models. With regard to the personality-like component, it could be ascertained that teachers’ interest in physics and physics instruction are distinct domains and both positively related to teacher motivation. Furthermore, it was found that both domains of interest are also negatively related to measures of burnout, indicating that interest – as could be enthusiasm – might be seen as a personal resource of teachers ...
Teacher Enthusiasm in Physics Instruction
Keller, Melanie (author)
2011-09-12
Theses
Electronic Resource
English
| Online Contents | 2014
| Taylor & Francis Verlag | 2014
| TIBKAT | 2020