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1.3
Motivationtoteach
Table1.3Stagesofteacherdevelopment:teachingexpertise(basedonBartell,2005:
27)
Stage1
Novice
Stage2
Advanced
beginner
Stage3
Competent
Stage4
Proficient
Stage5
Expert
ofdevelopment
Level
“deliberate”•learningthetheoreticalbasisforteaching
“insighful”•gatheringfirstexperiences
“rational”
“intuitive”
“arational”
Cognitive
approach
•non-contextualisedknowledge
•novice)sperceptionoftheimportanceofteachingpractice
•formingperceptionsofindividualcasesaspatterns
•modifyingbehaviouraccordingtoexperience
•maketheirowndecisionsandsetgoals
•abilitytoplanaccordingly
•awarenessofahierarchyofimportance
•haveinformedintuitionsaboutwhatworksandwhatdoesnot
•holisticperceptionoftheteachingcontextandlearners
•quiteextensiveexperientialknowledge
•expertisederivingfromextensiveknowledgeandexperience
•abilitytorespondtoavarietyofsituationsfluidlyand
elortlessly
Description
1.3
Motivationtoteach
1.3.1
Definingmotivationtoteachanditscomponents
Studiesonmotivationconstituteanextensivebodyofresearchonlanguage
learningas,unquestionably,personalmotivationhasproventobethemost
significantfactorinbecomingasuccessfullearner.However,learningcannot
beseparatedfromteachingandthus,itwouldseemthatresearchshould
alsoflourishintheareaofmotivationforteaching,pointinguptheneed
forteachermotivationasanolessimportantvariableinthesuccessofone)s
students.However,thisisnotthecase.AsDörnyei(2001)writes,therehas
beenalotofinterestinresearchingteacherjobsatisfactionandcertain
phenomenaconnectedwiththeprofessionofteacher(suchasburnout
syndrome,forexample),butnotmuchhasbeenreportedonthemotivation
toteachandspecifically,itscontributiontolearners)success.Tisisallthe
moresurprisingas
theteacher)slevelofenthusiasmandcommitmentisoneofthemostimportant
factorsthatańectthelearners)motivationtolearn.Broadlyspeaking,if
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