| Autor: |
Maï Yasué, Lucas Jeno, Jody Langdon |
| Jazyk: |
angličtina |
| Rok vydání: |
2019 |
| Předmět: |
|
| Zdroj: |
International Journal for the Scholarship of Teaching and Learning, Vol 13, Iss 2 (2019) |
| Druh dokumentu: |
article |
| ISSN: |
1931-4744 |
| DOI: |
10.20429/ijsotl.2019.130205 |
| Popis: |
We extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external motivation towards teaching. Participants indicated that large class sizes, high teaching loads, publication pressures, and a culture that undervalues effective undergraduate teaching undermined both student learning and their feelings of autonomy. Together these results presents a picture of a subset of university instructors who remained autonomously motivated to teach, irrespective of barriers they experienced from university administrators or policies. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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