| Budget Amount *help |
¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
Fiscal Year 2010: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2009: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2008: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
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| Research Abstract |
This study was an attempt to establish a model of teacher autonomy and motivation by clarifying how each element of educational environments influences the other. For this purpose, questionnaires and semi-structured interviews were conducted with English teachers and students who are prospective English teachers in pre-service training in order to explore their motivational and autonomous experiences. The data were analyzed longitudinally and qualitatively. The results suggested that English teaching, student guidance, and the relationships with colleagues and guardians of students seem to influence teacher motivation as well as teacher autonomy. In addition, it was revealed that the teachers' views of their own self-efficacy regarding those motivating and autonomous factors seem to play an important role in teacher motivation. From the results, we offered some suggestions regarding the current curriculum in pre-service training and its future development.
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