The purpose of my study is to explore teachers reasoning regarding the motivation of students in religious education. I investigate the teachers' expectations of the students' behaviors which are being judged by the teachers, in order to assess whether the students their classes are motivated or not. In order to present views of the teachers’ reasoning, the study uses qualitative method and is based on interviews, conducted with eight different high school teachers.The results show that teachers tend to expect the motivation of the students to contradict their own expectations before starting a course or they presume that the expectations are going to be confirmed in class. Furthermore teachers seem to have preconceived ideas regarding how motivated or un-motivated students behave in class. It is clear that an active, and functional, interaction between the teachers and the students is necessary in order to make assessments of the students possible. Also, teachers seem to wish for control as part of their work to achieve the learning objectives set by themselves and see this as a strategy that also could increase the motivation of students in the class as a whole. Silence can be conceived by the teachers as a way of assessing any student's wish to discuss, which generally is preferable, but also as a way to assess whether the student know when to be quiet. This can also be taken as a sign of a motivated student. All in all, the teachers' preconceived aims and ideas of student behaviors, upheld with the help of control in the classroom, are necessary for any assessment.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-34094 |
| Date | January 2014 |
| Creators | Svensson, Fredrik |
| Publisher | Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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