Ocultar
Exibir todos
Enviar artigo via e-mail 
RESEARCH METHODOLOGY OF PERSONAL AND PROFESSIONAL QUALITIES OF THE TEACHER'S VALUE-MOTIVATIONAL CONFLICT
Resumo
Objective: This study explores the value-motivational conflicts among higher education teachers, focusing on the personal and professional determinants that influence these conflicts.
Methods: Utilizing a comprehensive review of psychological and pedagogical literature, this research delineates the concept of value-motivational conflict, its definition, and essential features. The study identifies stable relationships between values and motives within the value-motivational sphere of higher education teachers, categorizes the types and levels of conflicts, and investigates the determinants influencing these conflicts.
Results: The findings highlight the significant role of both personal and professional factors in shaping the value-motivational conflicts experienced by teachers. It emphasizes the need for a deeper understanding of these conflicts to enhance the effectiveness of educational processes.
Conclusion: The research contributes to the theoretical framework of pedagogical psychology by deepening the understanding of intrapersonal conflicts' structure and types within the teaching profession. It underscores the necessity of addressing these conflicts to improve teachers' professional functioning and well-being.
Palavras-chave
Texto completo:
PDF (English)Referências
Anderson, L.W., Krathwohl, D.R., & Bloom, B.S. A Taxonomy For Learning, Teaching, And Assessing: A Revision Of Bloom's Taxonomy Of Educational Objectives. Longman, 2001.
Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). How People Learn: Brain, Mind, Experience, And School. National Academies Press, 2000.
Hattie, J. Visible Learning: A Synthesis Of Over 800 Meta-Analyses Relating To Achievement. Routledge, 2009.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. Classroom Instruction That Works: Research-Based Strategies For Increasing Student Achievement. Ascd, 2001.
Dewey, J. Experience And Education. Simon And Schuster, 1938.
Vygotsky, L. S. Mind In Society: The Development Of Higher Psychological Processes. Harvard University Press, 1978.
Jonassen, D.H. Objectivism Versus Constructivism: Do We Need A New Philosophical Paradigm?. Educational Technology Research And Development, 39(3), 5-14, 1991.
Piaget, J. Piaget's Theory. In P. Mussen (Ed.), Carmichael's Manual Of Child Psychology (Vol. 1, Pp. 703-732). Wiley, 1970.
Wenger, E. Communities Of Practice: Learning, Meaning, And Identity. Cambridge University Press, 1998.
Siemens, G. Connectivism: A Learning Theory For The Digital Age. International Journal Of Instructional Technology And Distance Learning, 2(1), 3-10, 2005.
Kelli Morin, S., & Ismael Mauri Gewehr Ramadam (2020). Gestão de Riscos como Instrumento de Governança Corporativa em Sociedades de Economia Mista. RGC - Revista De Governança Corporativa, 7, e065. https://doi.org/10.21434/IberoamericanJCG.v7i.65
Siemens, G., & Downes, S. Connectivism And Connective Knowledge: Essays On Meaning And Learning Networks. National Research Council Canada, 2008.
Duffy, T.M., & Cunningham, D.J. Constructivism: Implications For The Design And Delivery Of Instruction. Handbook Of Research For Educational Communications And Technology, 170-198, 1996.
Mayer, R. E. The Promise Of Multimedia Learning: Using The Same Instructional Design Methods Across Different Media. Learning And Instruction, 13(2), 125-139, 2003.
RIBEIRO, T. DE L., & ANTÔNIO DE LIMA, A. (2022). Environmental, Social and Governance (ESG): Mapeamento e Análise de Clusters. RGC - Revista De Governança Corporativa, 9(1), e0120. https://doi.org/10.21434/IberoamericanJCG.v9i1.120
Salomon, G., & Perkins, D.N. Individual And Social Aspects Of Learning. Review Of Research In Education, 23(1), 1-24, 1998.
Jonassen, D. H., & Land, S. M. (Eds.). Theoretical Foundations Of Learning Environments. Routledge, 2012.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. Scaffolding And Achievement In Problem-Based And Inquiry Learning: A Response To Kirschner, Sweller, And Clark (2006). Educational Psychologist, 42(2), 99-107, 2007.
Schön, D. A. The Reflective Practitioner: How Professionals Think In Action. Basic Books, 1983.
Papert, S. Mindstorms: Children, Computers, And Powerful Ideas. Basic Books, 1980.
Gardner, H. Intelligence Reframed: Multiple Intelligences For The 21st Century. Basic Books, 1999.
DOI: http://dx.doi.org/10.21902/Revrima.v2i44.7120
Apontamentos
- Não há apontamentos.
Revista Relações Internacionais do Mundo Atual e-ISSN: 2316-2880
Rua Chile, 1678, Rebouças, Curitiba/PR (Brasil). CEP 80.220-181
