And
”Motivating to Learn –
Learning to Motivate”
Designing, trialling and documenting an in-service
TPDP for upper secondary school science teachers
STEAM WP6-contribution from AU, Denmark
Mid-term report
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
Framing our TPDP




Focus area: teachers’ capacities to motivate
School level: upper secondary school
Content area: the sciences (physics, chemistry,
biology…)
Duration/extension (take 1):
 15 hours of workshop-time
 Material & program for 50 hours of teacher time
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
Participant Learning Objectives
The TPDP intervention should develope participants:
 recognition that teachers can actually ”learn to motivate”
 awareness of individual students’ motivation and motivational
cues/aspects within the science classroom
 capacities to analyze and discuss motivational issues, using
notions and perspectives from motivational theory
 repertoire of motivational strategies, and their deliberate use
of in planning and implementing teaching
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
TPDP design principles
From literature studies:
 Extended, collaborative, integrated with curriculum
(Hiebert m.fl. , 2002)
 Interconnected Model of Practice-Theory interaction
(Clarke m.fl., 2002)
 Video-groups as tool for professional development
(Sherin, 2007)
 Motivational awareness and sensitizing through inclass-training. (Stipek, 1998)
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
Connecting practical and theoretical
knowledge
Workshops
(theoretical inputs
& peer discussion)
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
Project timeline
Time
Phase
Activities
Data collected
Milestones
2010
January
Evaluation
Investigation of teachers
conception of motivation in
the classroom
Teachers essay writing
and mind maps
Baseline for
evaluation of “effect”
of TPDPve.1
January-April Implementation
Field-trial/Application of
TPDPve.1
 5 workshops
 4 application periods
April
Evaluation
Teachers evaluation of
Training package and
Material
Classroom videos*
Lecture plans
Workshop videos*
Evaluation of individual
workshops
Interviews with
teachers, revisiting
essays and mind maps
MayDecember
Revision (I)
Revision of Training package
and Teaching Material
Revised TPDPstructure and
activities
-Analyzing teacherevaluation data
-Writing things up
-Application &
Evaluation Report
- Case Study Report
-Elaborating Video-clipsupported activities
-Teachers evaluation of
TPve.2
Delivery of
Final TPDP
2011
January-April Reporting
May-October Finalizing
(TPDPve.2)
Evaluation TPve.1
Andersen,Krogh &
Nielsen
Participant interviews
Glasgow, UK, Oct. 2010
Anden information
Plans and issues for Year 2
- short description
Revising TPDP in the light of evaluation of ve1.
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
Aims achieved?
(lessons learned from teachers’ end-evaluation)
enhanced interest in working with
motivation in classroom
made your teaching more motivating
changed the focus of planning
facilitated the transformation from theory
to practice
capacities to analyze and discuss
motivational issues
increased awareness on students'
motivational needs
recognition that teachers can actually
learn to motivate
Series1
1
1.5
2
2.5
3
3.5
4
4.5
5
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
A number of issues
 Learning objectives too ambitious?
 Long-term development & support structure
 A sustainable minimum set of motivational theories?
 Ve1: Highlights from Self-Determination theory, Goal
Orientation theory, Efficacy, Attribution theory, ExpectancyValue (Task Value)
 Type of motivational text
 Co-planning activities did not work well
 Not school-based, no shared project
 Video-Club learning is a matter of time (and
confidence)
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
Plans and issues for Year 2
- short description
Revising TPDP in the light of evaluation of ve1.
Enhancing TPDP with well-constructed video-clips of
classroom trials from ve1
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
Classroom videos for teacher
training purposes?
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
Constructing video-clips of certain kinds
for teacher training purposes
Clip Category
1. Best Practice
Rationale
Explication of Best Practice.
Exemplars for inspiration
2. Critical Motivational Incidents
Vicarious experiences
3. Student Motivation Awareness Motivational awareness
4. Enacting elements of
Prof. development (PD)
motivational theories (SDT, Theory-in-action discussion
Self-efficacy, task-value etc). Vicarious experiences
Structure
Single clip
Tentative Characteristics
-Normative by nature. May tend to
dampen critical discussion.
-Difficult to find (even with an explicit
normative system)
Single clip
-May have either student, teacher or
interaction focus.
-A situation where motivation is either
recreated, reassured or slips away.
-Clip should communicate enough context
to enable discussion of why the outcome
was produced.
Single clip
-Student focus.
-Emphasis on potential motivational
indicators and the diagnosis of individual
students’ motivational states.
Single clip
-theoretical focus
(additional source -needs framing through statements of
framing)
teachers’ intentions from e.g. lesson plans
or workshop presentations
5. Teachers’ reflection-on-action
PD
Vicarious experiences
Composite
-Primary focus: teacher workshop focus
(additional source - Sec. focus: Classroom incident as object
video)
for reflection
6. Reflective contrasts &
distinctions
Reflection-on-action &
discussion
Composite
(a number of
clips)
Andersen,Krogh
-Thematically organized
clips to facilitate&
Nielsen
reflection and discussion
Glasgow,
UK,
Oct.
2010
(e.g. discourse and uptake)
Anden information
Plans and issues for Year 2
- short description
Revising TPDP in the light of evaluation of ve1.
Enhancing TPDP with well-constructed video-clips of
classroom trials from ve1
Extending: Making an adequate teacher educator
manual
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
Plans and issues for Year 2
- short description
Revising TPDP in the light of evaluation of ve1.
Enhancing TPDP with well-constructed video-clips of
classroom trials from ve1
Extending: Making an adequate teacher educator
manual
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information
Ideas about our deliverable:
Case Studies in Inquiry Based
Science Teacher Education
 Teacher focus: no monitoring of students’ learning!
 Cross-case-analysis?
 What kinds of interventions seem succesful?





Structure, duration etc.
Balances between theory and practice?
Facilitating the transformation of theory into practice?
What kinds of knowledge is supported by different structures?
Realistic aims?
 Cross-case-analysis? (local WP6-motivational sub-group)
Andersen,Krogh &
Nielsen
Glasgow, UK, Oct. 2010
Anden information