Assisting Preservice Teachers Toward More Motivationally Supportive Instruction

in Journal of Teaching in Physical Education
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The purpose of this study was to examine the influence of an intervention grounded in Self-Determination Theory on preservice teachers’ instructional behaviors and the motivational responses of their students. A total of 62 preservice physical education teachers enrolled in a secondary physical education content and methods course were randomly assigned to either a treatment (n = 31) or a control group (n = 31). The study employed a pretest/posttest design and data were collected through: (a) observation of preservice teachers’ instruction, (b) a survey measuring preservice teachers’ perceptions of their autonomy support, and (c) a survey measuring secondary students’ motivation. Data analysis used repeated-measures ANOVAs to examine differences between the groups. Results indicated significant changes in autonomy-support for both teachers and students exposed to the intervention.

Perlman is with the Faculty of Education, University of Wollongong, Wollongong, New South Wales, Australia.

Address author correspondence to Dana Perlman at dperlman@uow.edu.au.
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