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Combining vision with voiceA learning and implementation structure promoting teachers' internalization of practices based on self-determination theory
Avi Assor
Ben Gurion University of the Negev, Israel, assor{at}bgu.ac.il
Haya Kaplan
Ben Gurion University of the Negev, Israel
Ofra Feinberg
Ben Gurion University of the Negev, Israel
Karen Tal
Ben Gurion University of the Negev, Israel
We propose that self-determination theory's conceptualization of internalization may help school reformers overcome the recurrent problem of `the predictable failure of educational reform' (Sarason, 1993). Accordingly, we present a detailed learning and implementation structure to promote teachers' internalization and application of ideas and practices based on self-determination theory. Finally, we discuss findings from two studies that (1) demonstrate the usefulness of the proposed structure in promoting educational reform, and (2) highlight the components of this structure that teachers report to be valuable.
Key Words: educational reform • internalization • resistance to change • self-determination theory • teachers' development • teachers' motivation
References
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- Roth, G., Assor, A., Kaplan, H. and Kanat-Mymon, Y. (2007) `Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning', Journal of Educational Psychology 99: 761-74.[CrossRef]
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- Weissberg, R.P. and O'Brien, M.U. (2004) `What works in school-based social and emotional learning programs for positive youth development', The Annals of the American Academy of Political and Social Science 591: 86-97.[Abstract]
Theory and Research in Education, Vol. 7, No. 2,
234-243 (2009)
DOI: 10.1177/1477878509104328
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