Exploring motivation in music teachers: the case of three primary schools in Spain
Music teachers enjoy carrying out teaching tasks; indeed, such pleasure may be perceived even when authoritarian pedagogical methods are applied. In this study, we will explore music teacher motivation in classroom settings, collecting data from three educators through psychological scales, lesson o...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versión aceptada para publicación |
| Data de publicação: | 2020 |
| País: | España |
| Recursos: | Universidad Pública de Navarra |
| Repositório: | Academica-e. Repositorio Institucional de la Universidad Pública de Navarra |
| OAI Identifier: | oai:academica-e.unavarra.es:2454/40488 |
| Acesso em linha: | https://hdl.handle.net/2454/40488 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Autonomous motivation Basic psychological needs Music teacher motivation Self-determination theory Teacher beliefs |
| Resumo: | Music teachers enjoy carrying out teaching tasks; indeed, such pleasure may be perceived even when authoritarian pedagogical methods are applied. In this study, we will explore music teacher motivation in classroom settings, collecting data from three educators through psychological scales, lesson observations and personal interviews. Results indicate that teacher motivation in classroom settings is affected by five internal and five external factors. Therefore, the study allows concluding that teacher motivation is also satisfied or thwarted by ideas that school members have about music education. Some practical implications are suggested. |
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