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ABS446 - Implementing a change laboratory to promote teachers’ engagement in autonomously motivated pedagogical practices in mauritius

3.5 Unit of analysis: historicity, context, and levels of analytic scale
5:00 PM, Tuesday 29 Aug 2017 (1 hour)
Students’ concentration and interests demonstrated in class have been associated with their autonomous motivation in engaging in their school activities. However, the nourishment of such motivation is based upon students’ perception of their teachers being in turn autonomously motivated in their teaching practices. According to self-determination theory, autonomous motivation can only be optimized through the satisfaction of basic needs of autonomy, competence and relatedness. Those needs are however thwarted due to the factor of accountability of students’ success imposed on teachers and pressures experienced from the combination of time restrictions and bulky curricula. Consequently, under such pressured conditions, teachers’ autonomous motivation to engage in class are diminished. 
The aim of this presentation is to demonstrate a hypothetical implementation of a change laboratory in a government school of Mauritius Island. The goal of this change laboratory will be to undermine the optimal conditions that are necessary to generate and promote teachers’ autonomous motivation. 
3-5 teachers along with the headmaster and a representative of the ministry of education are participating in the change laboratory. The unit of analysis is the teachers’ teaching practices. Due to the multi-level organizational nature of this change laboratory, the activity triangles of the ministry, the school and the students have been included in the analysis. The hypothesized results indicated various contradictions in the activity triangles but the most salient contradictions identified were between teachers’ tools and the object as well as between the school staffs’ division of labor and the object.
Université Laval
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