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CNAA / Theses / 2016 / May /

The influence of the psycho-social and pedagogical context on learning motivation of Arab future teachers in Arab and mixed colleges from Israel


Author: Jarjoura Basma
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2016
Scientific adviser: Maia Şevciuc
doctor, associate professor (docent), Moldova State University
Institution: Moldova State University

Status

The thesis was presented on the 19 May, 2016
Approved by NCAA on the 5 July, 2016

Abstract

Adobe PDF document – 1.21 Mb / in romanian
Adobe PDF document – 1.20 Mb / in english

Thesis

CZU 378(569.4)(=411.21)(043.3)

Adobe PDF document 3.14 Mb / in english
207 pages

Keywords

Learning motivation, autonomous motivation, controlled motivation, self-determination theory (SDT), Arab future teachers, Arab colleges, mixed colleges, Department of

Summary

Thesis structure: introduction, three chapters, conclusions and recommendations, bibliography -221 titles, 8 appendixes, 175 pages basic text, 22 figures, 26 tables. The main content of the thesis is published in 6 scientific publications and 3 scientific conferences.

The research domain: refers to Higher Education Pedagogy.

The aim of the research is the theoretical and methodological foundation of the influence of the psycho-social and pedagogical context on learning motivation of Arab future teachers in Arab and mixed colleges from Israel.

The research objectives are to: (1) Analyze the conceptual dimension of the learning context to Arab future teachers; (2) Approach the theoretical framework of the learning motivation development; (3) Identify the initial level of development of learning motivation (autonomous and controlled) from Arab future teachers from Arab and mixed college; (4) Determine the relation between learning context and the learning motivation of Arab future teachers; (5) Develop and validate experimentally the Learning Motivation Development Program for Arab future teachers.

The scientific novelty and originality of the research: through the theoretical-experimental research process the concepts of motivation and learning motivation were actualized; The particularities of autonomous and controlled motivation of Arab future teachers depending on the psychosocial and pedagogical context of learning (Arab and mixed colleges) were established; An Intervention Program for developing Arab future teachers' autonomous learning motivation was developed.

The scientific problem solved in research consists in the theoretical and methodological foundation of developing the learning motivation to Arab future teachers by enhancing the value of the psycho -social and pedagogical learning context that contributed to the improvement of initial training of the Arab students in the educational field.

The theoretical value of the research refers to the theoretical foundation of the learning context in the initial training of the Arab future teachers, focusing on the psychosocial and pedagogical dimension, especially on:
- Approaching the Arab future teachers' learning motivation from two different college types (Arab and mixed colleges) as a dimension of the efficient initial professional training;
- Valuing Self-Determination Theory in the professional training of Arab future teachers in Israel depending on the psychosocial and pedagogical context of learning and teaching.

The applicative value of the research is determined by experimental implementation of the Intervention Program focused on the development of the autonomous learning motivation among Arab future teachers in Israel; by highlighting the educational and professional initial training of the Arab future teachers in the basis of the elaborated Program focused on psychosocial and pedagogical dimension of learning; the elaborated Program could serve as a model to other intervention programs in order to develop the learning motivation to future teachers in general, and to Arab future teachers in particular.

Implementation of scientific results was conducted based on experimental research and through presentations at international scientific conferences, scientific publications and practical activities involving future teachers.

Summary


1. ANALYTICAL FRAMEWORK FOR APPROACHING THE LEARNING CONTEXT OF ARAB STUDENTS FUTURE TEACHERS FROM PSYCHOSOCIAL AND PEDAGOGICAL PERSPECTIVE
  • 1.1. Conceptual dimension of the learning context in education sciences
  • 1.2. Psychosocial dimension of the learning context of Arab future teachers
  • 1.3. Pedagogical dimension of the learning context of Arab future teachers
  • 1.4. Conclusions of the first chapter

2. THEORETICAL APPROACH FOR DEVELOPING LEARNING MOTIVATION OF ARAB STUDENTS FUTURE TEACHERS
  • 2.1. Conceptual delimitations of learning motivation
  • 2.2. Interconnections between the learning context and learning motivation of Arab future teachers
  • 2.3. Conclusions of the second chapter

3. EXPERIMENTAL FRAMEWORK FOR ENHANCING THE VALUE OF PSYCHOSOCIAL AND PEDAGOGICAL CONTEXT IN ORDER TO DEVELOP LEARNING MOTIVATION OF ARAB STUDENTS FUTURE TEACHERS
  • 3.1. Diagnosis of current Arab future teachers' learning motivation in different psychosocial and pedagogical contexts
  • 3.2. Analysis of focus groups from perspective of learning situations' influence on developing learning motivation of Arab future teachers
  • 3.3. Conceptualization of the psychosocial and pedagogical learning context in order to develop learning motivation of Arab future teachers
  • 3.4. Conclusions of the third chapter

GENERAL CONCLUSIONS AND RECOMENDATIONS