Teachers can motivate their pupils by fostering autonomous learning or---especially if they feel under pressure themselves--teachers can hamper the motivation of their students by being controlling. The purpose of thi...Teachers can motivate their pupils by fostering autonomous learning or---especially if they feel under pressure themselves--teachers can hamper the motivation of their students by being controlling. The purpose of this study with 488 secondary school teachers from Austria was to examine the satisfaction of teachers＇ needs for autonomy, competence and relatedness and meaningful relations to perceived job-related pressure and self-efficacy, to gain an increased insight in autonomy supportive contexts. The results point out that there are various sources for pressure in the teaching profession and structural equation modeling revealing a reciprocal relation between the satisfaction of the need for autonomy and pressure in teaching, as well as between the satisfaction of the need for competence and self-efficacy. In addition perceived pressure had a negative impact on teachers＇ self-efficacy and self-efficacy in turn influenced the satisfaction of the need for autonomy. In summary, considering basic psychological needs satisfaction of teachers seems relevant to create autonomy supportive environments for pupils and teachers in schools.展开更多
The present paper probes into the feasibility of flipped classroom teaching model in writing for non-English majors The flipped classroom teaching model changes the teaching structure in the traditional classrooms. It...The present paper probes into the feasibility of flipped classroom teaching model in writing for non-English majors The flipped classroom teaching model changes the teaching structure in the traditional classrooms. It puts students at the center of study in the whole study process, gives more autonomy to students both in class and outside of class, and involves students in the cooperation and interaction with their peers or the teacher. The process of writing teaching in the flipped classrooms via ICLASS is designed in the present paper and hopefully it will help non-English major students to improve their overall proficiency in writing.展开更多
文摘Teachers can motivate their pupils by fostering autonomous learning or---especially if they feel under pressure themselves--teachers can hamper the motivation of their students by being controlling. The purpose of this study with 488 secondary school teachers from Austria was to examine the satisfaction of teachers＇ needs for autonomy, competence and relatedness and meaningful relations to perceived job-related pressure and self-efficacy, to gain an increased insight in autonomy supportive contexts. The results point out that there are various sources for pressure in the teaching profession and structural equation modeling revealing a reciprocal relation between the satisfaction of the need for autonomy and pressure in teaching, as well as between the satisfaction of the need for competence and self-efficacy. In addition perceived pressure had a negative impact on teachers＇ self-efficacy and self-efficacy in turn influenced the satisfaction of the need for autonomy. In summary, considering basic psychological needs satisfaction of teachers seems relevant to create autonomy supportive environments for pupils and teachers in schools.
文摘The present paper probes into the feasibility of flipped classroom teaching model in writing for non-English majors The flipped classroom teaching model changes the teaching structure in the traditional classrooms. It puts students at the center of study in the whole study process, gives more autonomy to students both in class and outside of class, and involves students in the cooperation and interaction with their peers or the teacher. The process of writing teaching in the flipped classrooms via ICLASS is designed in the present paper and hopefully it will help non-English major students to improve their overall proficiency in writing.
