Case study on the motivational styles of two primary education teachers during remote learning
DOI:
https://doi.org/10.15658/rev.electron.educ.pedagog23.11071310Keywords:
Primary school teacher, motivation (Thesaurus); motivational teaching style, remote learning (Keywords suggested by the authors)Abstract
This article explores the motivational styles of two primary education teachers who teach in a private educational institution in the city of Lima, within the context of remote learning carried out during the Covid19 pandemic. According to Ryan and Deci's (2000) Self-Determination Theory, these styles refer to patterns of action that are present in the different practices that teachers carry out to motivate their students. Therefore, the objective of this research is to explore the predominant styles based on the motivational practices used by teachers. This case study follows a qualitative approach, collecting information through observation and survey. Thus, it was found motivational practices that correspond to the styles of structure and support for autonomy. In this way, it is concluded that the style of support for autonomy is present when seeking a high degree of student participation. However, it is the style of structure that predominates in these classrooms, characterized by the constant guidance and orientation coming from the teachers. For future research, it would be useful to include a larger number of teachers, which allows us to extrapolate and generalize conclusions.
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