Presentation on theme: "Advancing effective teaching practices of future faculty Charita Ray-Blakely."— Presentation transcript:
Advancing effective teaching practices of future faculty Charita Ray-Blakely
Hypothesis With regard to the advancement of effective teaching practices, teaching focused future faculty preparation programs (FFPPs) (e.g. the GTA) can produce more adequately prepared and socialized future faculty if a more self- determined motivation type is developed by FFPP participants, through the satisfaction of innate psychological needs.
Self Determination Theory (SDT) SDT is a theory of motivation that focuses on type of motivation vs. amount. It asserts that certain psychological needs exist within every person and that in meeting a specific need, a certain type of motivation is produced. SDT suggests that people are motivated to act or behave in the satisfaction of one or all (three) of these psychological needs.
Innate Psychological Needs Competence – a felt sense of confidence or a feeling of effectiveness when one is given an opportunity to exhibit aptitude. Relatedness – the desire to feel connected to others; a sense of belongingness. Autonomy – a self endorsement of ones own actions. Integration of reasons for behavior.
SDTs Types of Motivation
Research Question #1 What is the range of types of motivation as defined by Self Determination Theory, observed by graduate student participants at TAMU and CU, who have completed a FFPP designed to improve teaching skills in higher education?
Methods/Findings The Academic Motivation Scale (AMS): a 28- item survey that measures motivation type utilizing a seven point scale. N = 41 (TAMU=29 & CU=12) Motivation type most representative of the group: the Extrinsic-Identified motivation type with a mean score of 5.3.
Motivation Type There are 3 significantly different Levels of Motivation Type.
Type of Motivation and Socialization An autonomous orientation develops as a result of all three needs being satisfied. The controlled orientation develops as a result of the competence and relatedness needs being somewhat satisfied while at the same time, the satisfaction of the need for autonomy is neglected. More autonomous orientations=enhanced socialization process.
The Socialization Process A process by which an individual achieves his identity within the group. The end product is the incorporation of group values and norms into the individuals self-image. (Bragg, 1976) Two dimensions essential to the development of and commitment to a role (e.g. future faculty): 1.Curricular – acquiring the knowledge and skills needed to perform a role. 2.Normative – acquiring the personality or disposition of a role. Integration (autonomous orientation) fosters incorporation!
Implications for CIRTL CIRTL is concerned with what controls participants signing up for and completing its FFPPs. CIRTL is concerned with program design and effectivness. This study suggests that motivation type controls if and how much people participate in FFPPs as a result of the interaction between the satisfaction of needs, motivation type, and socialization. This study will give CIRTL Network Institutions insight into program design to advance CIRTLs goal(s).
Research Question #2 In reference to innate psychological needs, as described by SDT, and program characteristics, why did graduate students participate in and complete a future faculty preparation program? – A. Do the characteristics of the GTA TAMU attend to the satisfaction of the innate psychological need for competence? – B. Do the characteristics of the GTA TAMU attend to the satisfaction of the innate psychological need for relatedness? – C. Do the characteristics of the GTA TAMU attend to the satisfaction of the innate psychological need for autonomy?
Research Question #2 (cont) Purpose: To determine whether provisions for the satisfaction of innate psychological needs are present within the TAMU. Method: Focus group interviews Preliminary Findings: program elements designed to satisfy the needs for competence and relatedness are present however; program elements designed to satisfy the need for autonomy appear absent.