Interação professor-alunos : preferência por autonomia ou controle
AUTOR(ES)
Amélia Carolina Terra Alves Machado
DATA DE PUBLICAÇÃO
2009
RESUMO
Motivation is a relevant topic for the comprehension about the students involvement with learning activities in the school context. Theory of self-determination proposes that human beings are agents oriented for growth, naturally inclined for the integration of their physical elements, in a sense unified as self, and capable of integrating in a social structure. With this perspective, the teachers motivational style is an orientation of personality, passible of socio-environmental influences, which can be represented by a continuum of self-determination. At continuums initial level, there is a High Controller style, passing through two styles between control and autonomy, and finalizing in a High Promoter of Autonomy style. The different types of interaction between the teacher and their students would take to qualitatively differentiated types of students motivation on school learning. Based on this theory, the present essay aimed at analyzing the types of interaction that emerged between the teacher and their students. The participants selection occurred through the application of a self-report instrument called Problems in School, which evaluates four motivational styles: high autonomy promoter (HA), moderate autonomy promoter (MA), moderate controller (MC), and high controller (HC). For this study, it was selected a teacher with motivational style oriented for autonomy promotion and another one with a more controller orientation. The following procedure was the realization of seven observation sections. The register was made by two researchers and the sections resulted in the construction of a protocol containing interactions categories that were characterized as controllers or autonomy promoters. The protocol was posteriorly used to verify the frequency of controllers interactions or autonomy promoters interactions in more seven classes observation sections of those two teachers. The results pointed out that, despite the existence of differences between the performances of the two teachers in the evaluation of the motivational style, evaluated by the Problems in schools, both of them used, in the classroom, interactions that predominantly are characterized as controllers. The educational implications of the results were analyzed.
ASSUNTO(S)
professores e alunos - interação motivação na educação student. teacher relationships motivation in education ensino fundamental
ACESSO AO ARTIGO
http://189.90.64.145/document/?code=vtls000149800Documentos Relacionados
- Entre discursos e práticas: a construção da confiança nas interações professor-alunos
- Estilos motivacionais de professores: preferência por controle ou por autonomia
- Estudo da lingua falada e aula de lingua materna : uma abordagem processual da interação professor/alunos
- Processos de significação na relação professor-alunos: uma perspectiva sociocultural construtivista
- Projeto telescola : recurso ou controle do professor