Insights gained from the studies may offer researchers practical information about how to work with teachers to improve engagement in the classroom. They include whether teachers can understand abstract motivation terminology, consider students’ “basic needs” when planning instruction, and implement strategies so that they are likely to support student engagement. Other learnings include the strong impact of teacher culture on change efforts and the need to consider teachers’ “basic needs” if we are to support them in instructional change. Long-term collaboration and establishing mutual trust may be the best way for both researchers and teachers to develop common understandings for supporting student motivation in the classroom.
Turner, J.C. (2014), "Theory-Based Interventions with Middle-School Teachers to Support Student Motivation and Engagement", Motivational Interventions (Advances in Motivation and Achievement, Vol. 18), Emerald Group Publishing Limited, Bingley, pp. 341-378. https://doi.org/10.1108/S0749-742320140000018009
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