Motivational Strategies and Possible Influence on Secondary School Teachers’ Teaching Performance
نویسندگان
چکیده
منابع مشابه
the effect of efl teachers beliefs about teaching reading strategies on their students success and motivation in reading comprehension
previous studies regarding teachers’ beliefs have revealed that teachers’ beliefs have influence on their classroom practices. the current study aimed to investigate the effect of teachers’ beliefs about teaching reading strategies on students’ motivation and success in reading comprehension in the context of english teaching as a foreign language in high schools of mazandaran, iran. data were ...
EFL Teachers’ Beliefs and Motivational Strategies
This study explores the relationship and interconnections between EFL teachers’ beliefs and their motivational practices in the classroom. The present study combined qualitative and quantitative methods of research. First, the motivational practices of 30 teachers in two private language schools in Tehran were explored with a classroom observation instrument, the Motivation Orientation of Langu...
متن کاملEFL Teachers’ Beliefs and Motivational Strategies
This study explores the relationship and interconnections between EFL teachers’ beliefs and their motivational practices in the classroom. The present study combined qualitative and quantitative methods of research. First, the motivational practices of 30 teachers in two private language schools in Tehran were explored with a classroom observation instrument, the Motivation Orientation of Langu...
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In this paper, the authors introduce an innovative conception for a lecture course "Didactics of Informatics I”, in which Informatics student teachers learn teaching technical Informatics concepts to students of different secondary school types. Therefore, the organization of the German school and teacher education system is sketched at first. Afterwards, substantive requirements for such a cou...
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ژورنال
عنوان ژورنال: Global Journal of Educational Research
سال: 2013
ISSN: 1596-6224
DOI: 10.4314/gjedr.v11i2.9