Teacher Enthusiasm in Physics Instruction

摘要: In this dissertational study, the influence of teacher enthusiasm on students’ interest and motivation was investigated within context physics instruction. Because ambiguity conceptualizations – as a personality-like behavioral aspect teachers in previous research, an integrative model developed that considers both aspects. The concrete operationalization component included teachers’ two domains instruction motivation. These were with questionnaires newly based preexisting ones. realized nonverbal enthusiastic teaching behaviors rating system which observers evaluated via videotaped lessons. To realize approach, study incorporated into large analysis lessons (Quality Instruction Physics, QuIP), investigating quality its framework conditions pre-post design. main aim to test for evaluate effect components physics. It hypothesized positively student outcomes, whereas assumed be mediator between outcomes. testing done by means correlational analyses path models. With regard component, it could ascertained are distinct related Furthermore, found also negatively measures burnout, indicating might seen personal resource important upkeep psychological health. enthusiasm, coded rated not interrelated against hypotheses attributed methodological approach study. Regarding instructional proved more powerful than subject interest. Enthusiastic is self concept, but total, about ten percent can explained various variables model. However, shown related. Therefore, cannot considered manifestation trait-like hypothesized. however, provides ground further Beyond limitations directions future research include systematic mechanisms behind outcomes well reconsideration possibly realm emotions.