Led On Line
Presentazione - About us
Novita' - What's new
E-Journals
E-books
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy

Technologies and Teacher’s Motivational Style: A Research Study in Brazilian Public Schools

Magda Pischetola, Bruna Damiana Heinsfeld

Abstract


Information and Communications Technology (ICT) is increasingly a part of discussions on educational innovation and teaching practices. Research from the last decade points out the difficulty of integrating technologies in education and highlights the variety of elements favouring/preventing change in teaching and learning methods. In this article, we defend that the methodology adopted by teachers, their approach with regard to students in the classroom and what literature calls educational professionals’ «motivational style» (Decy & Ryan, 1985 and 2000; Reeve, Bolt, & Cai, 1999; Guimarães & Boruchovitch, 2004; Pischetola, 2016) are the elements that most lead to a significant role for ICT in teaching practices. The discussion relies on self-determination theory and the assumption of the existence of more autonomy-supportive or more controlling teacher’s motivating styles. Based on this premise, we present here a qualitative study undertaken between 2014 and 2016 at eight municipal primary schools in the city of Rio de Janeiro, Brazil. As a whole, we undertook 64 semi-structured interviews with teachers from the selected schools. The obtained results have allowed us to demonstrate a relationship between teachers’ motivational style with the use of technology and the creation (or otherwise) of a dialogue-based and democratic space in the classroom.


Keywords


Democracy; Education; Motivational style; Teaching; Technology

Full Text:

PDF

References


Almeida, L. & Franco, A. (2011). Critical thinking: Its relevance for education in a shifting society. Revista de Psicología29 (1). Available at: . Accessed in April 2017.

Bakir, N. (2016). Technology and teacher education: a brief glimpse of the research and practice that have shaped the field. Tech Trends, 60: 21-29. Available at: . Accessed in April 2017.

Bannell, R. I., Duarte, R., Carvalho, M. C., Pischetola, M., Marafon, G. & Campos, G. H. B. (2016). Educação no século XXI. Cognição, Tecnologias e Aprendizagens. Petrópolis: Vozes; Rio de Janeiro: PUC-Rio.

Berni, R. I. G. (2006). Mediação: O Conceito Vygotskyano e suas Implicações na Prática Pedagógica. Simpósio Nacional de Letras e Linguística e I Simpósio Internacional de Letras e Linguística XI, Uberlândia.

Bonilla, M. H. & Pretto, N. L. (Eds.).(2011).Inclusão digital. Polêmica contemporânea. Salvador: Edufba.

Brown, A. L. & Campione, J. C. (1994). Guided discovery in a community of learners. In Classroom lessons: Integrating cognitive theory and classroom practice edited by Kate McGilly.Cambridge, MA: MIT Press/Bradford Books.

Cabrera, J. P.(2016).Mediação pedagógica e adaptação cultural: os professores e a partilha de sentidos sobre redes sociais. Dissertação de mestrado, PPGE PUC-Rio.

Canário, R. (2006). A escola tem futuro? Das promessas às incertezas. Porto Alegre: Artmed.

Ryan, R. & Powelson, C. L. (1991). Autonomy and Relatedness as Fundamental to Motivation and Education. The Journal of Experimental Education Vol. 60 (1).

Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Duarte, R. (2004). Entrevistas em Pesquisas Qualitativas. Revista Educar, Curitiba: Ed. UFPR, n. 24: 213-225.

Elboj, C., Puigdellívol, I., Soler, M., & Valls, R. (2002). Comunidades de aprendizaje: Transformar la educación. Barcelona: Graó.

Eynon, R. (2008). The use of the world wide web in learning and teaching in higher education: reality and rhetoric. Innovations in education and teaching international, 45(1): 15-23. Available at: . Accessed in April 2017.

Glaser, B. & Strauss, A. (1967). The discovery of grounded theory. New York: Aldene de Gruyter.

Guimarães, S. E. R. & Boruchovitch, E. (2004). Estilo motivacional do professor e a motivação intrínseca dos estudantes: uma perspectiva da teoria da autodeterminação. Psicologia: Reflexão e Crítica, 17(2): 143-150.

Hamelink, C. J.(2000). Human development. In: Unesco. World Communication and Information Report. Paris.

Mcloughlin, C. (1999). Culturally responsive technology use: developing an on-line community of learners. British Journal of Educational Technology Vol. 30(3): 231–243.

Mellouki, M. & Gauthier, C. (2004). O professor e seu mandato de mediador, herdeiro, intérprete e crítico. Educ. Soc., Campinas v. 25 (87): 537-571.

Naumann, L. A. & Pischetola, M. (2017). Práticas de leitura e autoria na perspectiva dos multiletramentos: relato de pesquisa em escolas municipais do Rio de Janeiro. Nuances Vol. 28 (1): 127-146.

Negroponte, N.(1995). Being digital. New York City: Alfred Knopf.

Noels, K. A., Clément, R. & Pelletier, L. G. (1999). Perceptions of Teachers’ Communicative Style and Students’ Intrinsic and Extrinsic Motivation. The Modern Language Journal. Vol. 83 (1): 23–34.

Pischetola, M. (2011). Digital Media and Learning Evolution: A Research on Sustainable Local Empowerment. Global Media Journal - American edition, v. 11 (18).

Pischetola, M. (2014). Teaching with laptops: a critical assessment of one-to-one technologies. In Media and education in the digital age – concepts, assessments, subversions edited by Marco Stocchetti.International Publications: Peter Lang: 203-214.

Pischetola, M. (2016). Inclusão digital e educação: A nova cultura da sala de aula. Petrópolis: Vozes.

Reeve, J., Bolt, E. & Cai, Y. (1999). Autonomy-supportive Teachers: How they Teach and Motivate Students. Journal of Educational Psychology, vol. 91 (3): 537-548.

Ryan, R. & Deci, E. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, vol. 55 (1): 68-78.

Ryan, R. & Powelson, C. (1991). Autonomy and relatedness as fundamental to motivation and education. Journal of Experimental Education, 60,49-66.

Sforni, M. & Vieira, V. (2010). Avaliação da aprendizagem conceitual. Educar em Revista, Curitiba. N. 2, 45-58.

Yus, R.(2002).As comunidades de aprendizagem na perspectiva holística. Revista Patio, ano VI (24).

Warschauer, M.(2003). Technology and social inclusion. Rethinking the Digital Divide. Cambridge, MA: MIT Press.

Zago, N. N. (2003). A entrevista e seu processo de construção: reflexões com base na experiência prática de pesquisa. In: Itinerários de pesquisa - perspectivas qualitativas em sociologia da educação edited by M. Carvalho, N. N. Zago and R. Vilela. Rio de Janeiro: DP&A.




DOI: https://doi.org/10.7358/ecps-2018-017-pisc



 


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University


Executive Editor: Gaetano Domenici - Managing  Editor: Valeria Biasci
Editorial Board: Giuditta Alessandrini - Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi