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Strategien der Lehrerbildung / Strategies for Teacher Training

Zur Steigerung von Lehrkompetenzen und Unterrichtsqualität / Concepts for Improving Skills and Quality of Teaching

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Edited By Gerd-Bodo von Carlsburg

Der Band dokumentiert eine Reihe von Beiträgen der XX. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen, der Litauischen Universität für Bildungswissenschaften in Vilnius (LEU) und der Pädagogischen Hochschule Heidelberg – University of Education gemeinsam veranstaltet wurde. Das Hauptthema der Konferenz waren Bildungs- und Qualitätsstandards der Hochschul- und Schulbildung. Dieses Qualitätsmanagement setzt den Erwerb interaktiver Kompetenzen im Bildungs-, Erziehungs- und Sozialisationsbereich voraus, gewissermaßen als innere Kräfte für Basiskompetenzen, die die Befähigung zu Identität ermöglichen im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts.

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Students’ Self-determined Motivation for Becoming a Physical Education Teacher (Sniegina Poteliūnienė, Inga Tatarūnaitė)

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Sniegina Poteliūnienė, Inga Tatarūnaitė Students’ Self-determined Motivation for Becoming a Physical Education Teacher Abstract The study provides analysis of the motivation students to choose physical education teaching as a profession. Students’ self-determined motivation for becoming physical education teach- ers was investigated using The Academic Motivation Scale (AMS). 311 1st-4th year students of four Lithuanian universities participated in the study (61.7% were males and 37.3% were females). They were pre-service teachers of physical education that had been admitted to full- time studies in the field of Sport Education within the group of Education and Training Stud- ies. The findings show that both intrinsic and extrinsic motivation is inherent to the choice of the profession and training for the future profession of pre-service teachers of physical education, whereas the scores of motivation differ at different study years. The results of the research show that third year students have the highest intrinsic motivation, whereas the low- est level of amotivation is among first year students. In general, females returned higher scores for all motivation types than males. The results revealed that the scores of all subscales of intrinsic and extrinsic motivation were the lowest among high performance athletes, whereas the scores of their amotivation were higher than the scores of lower performance athletes, though statistically significant differences were not determined. The research results point to the development of the study process by choosing strategies that promote students’ intrinsic motivation, as well as further investigation of the shifts in students’ motivation throughout...

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