Advancing effective teaching practices of future faculty

Charita Ray-Blakely

Hypothesis

• With regard to the advancement of effective teaching practices, teaching focused future faculty preparation programs (FFPP’s) (e.g. the GTA) can produce more adequately prepared and socialized future faculty if a more self-determined motivation type is developed by FFPP participants, through the satisfaction of innate psychological needs.

Self Determination Theory (SDT)

• SDT is a theory of motivation that focuses on type of motivation vs. amount.

• It asserts that certain psychological needs exist within every person and that in meeting a specific need, a certain type of motivation is produced.

• SDT suggests that people are motivated to act or behave in the satisfaction of one or all (three) of these psychological needs.

Innate Psychological Needs

• Competence – a felt sense of confidence or a feeling of effectiveness when one is given an opportunity to exhibit aptitude.

• Relatedness – the desire to feel connected to others; a sense of belongingness.

• Autonomy – a self endorsement of one’s own actions. Integration of reasons for behavior.

SDT’s Types of Motivation

Research Question #1

• What is the range of types of motivation as defined by Self Determination Theory, observed by graduate student participants at TAMU and CU, who have completed a FFPP designed to improve teaching skills in higher education?

Methods/Findings

• The Academic Motivation Scale (AMS): a 28-item survey that measures motivation type utilizing a seven point scale.

• N = 41 (TAMU=29 & CU=12)• Motivation type most representative of the

group: the Extrinsic-Identified motivation type with a mean score of 5.3.

Motivation Type

There are 3 significantly different Levels of Motivation Type.

Type of Motivation and Socialization

• An autonomous orientation develops as a result of all three needs being satisfied. The controlled orientation develops as a result of the competence and relatedness needs being somewhat satisfied while at the same time, the satisfaction of the need for autonomy is neglected.

• More autonomous orientations=enhanced socialization process.

The Socialization Process• A process by which an individual achieves his

identity within the group. The end product is the incorporation of group values and norms into the individual’s self-image. (Bragg, 1976)

• Two dimensions essential to the development of and commitment to a role (e.g. future faculty):

1. Curricular – acquiring the knowledge and skills needed to perform a role.

2. Normative – acquiring the personality or disposition of a role.

• Integration (autonomous orientation) fosters incorporation!

Implications for CIRTL

• CIRTL is concerned with what controls participants signing up for and completing its FFPP’s.

• CIRTL is concerned with program design and effectivness.

• This study suggests that motivation type controls if and how much people participate in FFPP’s as a result of the interaction between the satisfaction of needs, motivation type, and socialization.

• This study will give CIRTL Network Institutions insight into program design to advance CIRTL’s goal(s).

Research Question #2• In reference to innate psychological needs, as

described by SDT, and program characteristics, why did graduate students participate in and complete a future faculty preparation program? – A. Do the characteristics of the GTA FFPP @ TAMU attend

to the satisfaction of the innate psychological need for competence?

– B. Do the characteristics of the GTA FFPP @ TAMU attend to the satisfaction of the innate psychological need for relatedness?

– C. Do the characteristics of the GTA FFPP@ TAMU attend to the satisfaction of the innate psychological need for autonomy?

Research Question #2 (con’t)

• Purpose: To determine whether provisions for the satisfaction of innate psychological needs are present within the GTA @ TAMU.

• Method: Focus group interviews• Preliminary Findings: program elements

designed to satisfy the needs for competence and relatedness are present however; program elements designed to satisfy the need for autonomy appear absent.

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