Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement

This paper describes a quantitative study that explores both the degree of preservice teachers' (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in prim...

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Autores: Cañabate Ortiz, Dolors, Gras Pérez, María Eugenia, Serra Putellas, Teresa, Colomer, Jordi
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/20134
Acceso en línea:http://hdl.handle.net/10256/20134
Access Level:acceso abierto
Palabra clave:Ensenyament cooperatiu
Education, Cooperative
Ensenyament -- Metodologia
Teaching -- Methodology
Autonomia de l'alumne
Learner autonomy
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spelling Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievementCañabate Ortiz, DolorsGras Pérez, María EugeniaSerra Putellas, TeresaColomer, JordiEnsenyament cooperatiuEducation, CooperativeEnsenyament -- MetodologiaTeaching -- MethodologyAutonomia de l'alumneLearner autonomyThis paper describes a quantitative study that explores both the degree of preservice teachers' (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs' perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher's role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers' involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students' perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students' achievement, on the other hand, was a process that relied on the synergies between the teachers' involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approachThis research was funded by the Josep Pallach Institute of Education Sciences, University of Girona, grant number ICE-XIDAC05-2021 and ICE-XIDAR05-2021MDPI (Multidisciplinary Digital Publishing Institute)2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpeer-reviewedapplication/pdfhttp://hdl.handle.net/10256/20134http://hdl.handle.net/10256/20134Education Sciences, 2021, vol. 11, núm. 11, p. 705Articles publicats (D-PS)Cañabate Ortiz, Dolors Gras Pérez, María Eugenia Serra Putellas, Teresa Colomer, Jordi 2021 Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement Education Sciences 11 11 705reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.3390/educsci11110705info:eu-repo/semantics/altIdentifier/issn/2227-7102info:eu-repo/semantics/altIdentifier/eissn/2227-7102Attribution 4.0 International (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10256/201342026-05-29T05:05:01Z
dc.title.none.fl_str_mv Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement
title Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement
spellingShingle Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement
Cañabate Ortiz, Dolors
Ensenyament cooperatiu
Education, Cooperative
Ensenyament -- Metodologia
Teaching -- Methodology
Autonomia de l'alumne
Learner autonomy
title_short Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement
title_full Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement
title_fullStr Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement
title_full_unstemmed Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement
title_sort Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement
dc.creator.none.fl_str_mv Cañabate Ortiz, Dolors
Gras Pérez, María Eugenia
Serra Putellas, Teresa
Colomer, Jordi
author Cañabate Ortiz, Dolors
author_facet Cañabate Ortiz, Dolors
Gras Pérez, María Eugenia
Serra Putellas, Teresa
Colomer, Jordi
author_role author
author2 Gras Pérez, María Eugenia
Serra Putellas, Teresa
Colomer, Jordi
author2_role author
author
author
dc.subject.none.fl_str_mv Ensenyament cooperatiu
Education, Cooperative
Ensenyament -- Metodologia
Teaching -- Methodology
Autonomia de l'alumne
Learner autonomy
topic Ensenyament cooperatiu
Education, Cooperative
Ensenyament -- Metodologia
Teaching -- Methodology
Autonomia de l'alumne
Learner autonomy
description This paper describes a quantitative study that explores both the degree of preservice teachers' (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs' perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher's role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers' involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students' perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students' achievement, on the other hand, was a process that relied on the synergies between the teachers' involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
peer-reviewed
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/20134
http://hdl.handle.net/10256/20134
url http://hdl.handle.net/10256/20134
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.3390/educsci11110705
info:eu-repo/semantics/altIdentifier/issn/2227-7102
info:eu-repo/semantics/altIdentifier/eissn/2227-7102
dc.rights.none.fl_str_mv Attribution 4.0 International (CC BY 4.0)
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution 4.0 International (CC BY 4.0)
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI (Multidisciplinary Digital Publishing Institute)
publisher.none.fl_str_mv MDPI (Multidisciplinary Digital Publishing Institute)
dc.source.none.fl_str_mv Education Sciences, 2021, vol. 11, núm. 11, p. 705
Articles publicats (D-PS)
Cañabate Ortiz, Dolors Gras Pérez, María Eugenia Serra Putellas, Teresa Colomer, Jordi 2021 Cooperative approaches and academic motivation towards enhancing pre-service teachers' achievement Education Sciences 11 11 705
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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