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Exploring The Complexities Of Learning Motivation In Pre-Service Teacher Education Students: A Grounded Theory Approach, Kristin K. Grosskopf
Exploring The Complexities Of Learning Motivation In Pre-Service Teacher Education Students: A Grounded Theory Approach, Kristin K. Grosskopf
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This qualitative, grounded-theory study investigated learning motivation differences among three achievement groupings of undergraduate students enrolled in the College of Education and Human Sciences at the University of Nebraska-Lincoln. Nine students participated in in-depth interviews that explored their reasons for pursuing their degree, their learning experiences in a university setting, their perceptions about meaningful learning experiences, and the nature of factors that both enhance and challenge their learning motivation. Participant responses conveyed strategies and conditions that were coded and analyzed, and a theoretical model was developed describing causal conditions that underlie students’ motivation to learn, phenomena that arose from those …
Reflective Practice And A Process Called “Levelising”, John M. Peters
Reflective Practice And A Process Called “Levelising”, John M. Peters
IACE Hall of Fame Repository
The most widely accepted concept of reflective practice depicts a cyclic process of reflection in action and on action. Building on the tradition that begins with Schön’s seminal work, this paper describes an approach to reflective practice that incorporates the perspectives and theories of others whose own views promise to increase the potential of individual reflection on and in practice. Called “Levelising,” the process begins in our routine, unexamined ways of being; from various perspectives that are themselves subject to reflection, we come to know more about what we do as individuals in order to go on together with others. …