Helping teachers understand and apply theory and research is one of
the most challenging tasks of teacher preparation and professional
development. As they learn about motivation and engagement,
teachers need conceptually rich, yet easy-to-use, frameworks. At
the same time, teachers must understand that student engagement is
not separate from development, instructional decision-making,
classroom management, student relationships, and assessment. This
volume on teaching teachers about motivation addresses these
challenges. The authors share multiple approaches and frameworks to
cut through the growing complexity and variety of motivational
theories, and tie theory and research to real-world experiences
that teachers are likely to encounter in their courses and
classroom experiences. Additionally, each chapter is summarized
with key "take away" practices. A shared perspective across all the
chapters in this volume on teaching teachers about motivation is
"walking the talk." In every chapter, readers will be provided with
rich examples of how research on and principles of classroom
motivation can be re-conceptualized through a variety of college
teaching strategies. Teachers and future teachers learning about
motivation need to experience explicit modeling, practice, and
constructive feedback in their college courses and professional
development in order to incorporate those into their own practice.
In addition, a core assumption throughout this volume is the
importance of understanding the situated nature of motivation, and
avoiding a "one-size-fits" all approach in the classroom. Teachers
need to fully interrogate their instructional practices not only in
terms of motivational principles, but also for their cultural
relevance, equity, and developmental appropriateness. Just like
P-12 students, college students bring their histories as learners
and beliefs about motivation to their formal study of motivation.
That is why college instructors teaching motivation must begin by
helping students evaluate their personal beliefs and experiences.
Relatedly, college instructors need to know their students and
model differentiating their interactions to support each of them.
The authors in this volume have, collectively, decades of
experience teaching at the college level and conducting research in
motivation, and provide readers with a variety of strategies to
help teachers and future teachers explore how motivation is
supported and undermined. In each chapter in this volume, readers
will learn how college instructors can demonstrate what effective,
motivationally supportive classrooms look, sound, and feel like.
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