A Study on the Motivation of College English Teachers to Participate in Teaching Innovation Competition from the Perspective of Self-Determination Theory
Based on the self-determination theory in social psychology,this study conducted qualitative interviews with five English teaching teams participating in the National College Teachers'Teaching Innovation Competition,and analyzed the motivation of English teachers to participate in the competition and its changing rules.The results show that English teachers can roughly experience three motivation stages:perceptual attempt,adjustment and rational analysis;Teachers'initial participation behavior is easily affected by controlling motivation,which is manifested in the pursuit of goals such as"professional title promotion"and"performance appraisal"in the perceptual attempt period.Although some teachers have strong autonomous motivation in the adjustment period,those who enter the rational analysis period are more inclined to regard the competition as a practice path of"professional development"and"personal purposive interest".The increased degree of self-determination of English teachers'participation motivation is the result of the dominant role of autonomous motivation,and the deep reason lies in the satisfaction of basic psychological needs.Among them,the sense of belonging brought by the teaching community becomes the continuous motivation source of teachers'participation.
teaching innovation competitioncollege English teachersself-determination theoryteacher professional development
NETL
NSTL
万方数据
