Anden information Andersen & Krogh Nottingham, UK, Jan Motivating to Learn – Learning to Motivate WP6f (AU): ¨Enhancing science teachers’ capacities to motivate students and Developing an in-service training package And

Anden information Andersen & Krogh Nottingham, UK, Jan Framing our TP  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

Anden information Andersen & Krogh Nottingham, UK, Jan Local evidence of needs (I) – Student level  Thin and stagnating pipeline to ST-studies/careers & declining cross-sectional student interest in science  Students’ attitudes and motivation can change post- primary school (Krogh & Thomsen (2000, 2001)  Student-centered and inductive (“IBSE-like”) approaches enhances students’ affective outcomes (Krogh (2000), Andersen (2007)  Students motivation can be understood in terms of needs for Competence/Self-efficacy, Autonomy & Relatedness (Krogh (2005,2006), Andersen (2007)

Anden information Andersen & Krogh Nottingham, UK, Jan Local evidence of needs (II) – Teacher level  Teachers enculturated as academic scientists  SMK: high, theoretical PCK: Low,  theoretical PCK on motivation: NONE  Low orientation towards IBSE (Krogh (2000), Andersen & Nielsen (2003)  Subject specific flavours (Krogh (2006))  Dominant Motivational Orientation/Thinking:  Cognitive orientation (e.g. challenge, Krogh (2006))  “interesting topics” & “good activities” (Andersen & Krogh (2010)  Predictable Instructional shifts = variation? (Andersen & Krogh, 2010)

Anden information Andersen & Krogh Nottingham, UK, Jan AU- project overview

Anden information Andersen & Krogh Nottingham, UK, Jan TP 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 in- class-training. (Stipek, 1998)

Anden information Andersen & Krogh Nottingham, UK, Jan Connecting practical and theoretical knowledge Workshops (theoretical inputs & peer discussion)

Anden information Andersen & Krogh Nottingham, UK, Jan Brief Workshop Description Pre-activity Teachers write reflective essays on motivation Workshop1 +Motivational Theory I, exc. & discussions Inter1 Enacting Reading, theoretical awareness in own classroom Workshop2 +Motivational Theory2, exc&disc, awareness instr. Inter2 Enacting Plan & enact activity, use awareness instrument Workshop3 + Motivational Theory 3, Introducing Video as tool for professional development Inter3 Enacting Plan and enact motivating sequence (videotaped). Select video-clip for workshop-discussion Workshop4 + Video-Club, Suppl. Motivational Theory Inter4 Enacting Plan and enact motivating sequence (videotaped). Select video-clip for workshop-discussion Workshop5 + Integrating theories, experiences – perspectives for long-term professional development Evaluation & individual interviews

Anden information Andersen & Krogh Nottingham, UK, Jan Participant Learning Objectives The TP intervention should develop 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 these in planning and implementing teaching