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Educational policy and teachers basic psychological needs: Creating the space for teachers to collaborate

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This presentation argues that we need to consider teachers' basic psychological needs when formulating educational policy and by practitioners who are planning teacher education and teacher support. It describes the need for consideration of teachers' autonomy, competence and relatedness (through the lens of self-determination theory) and uses examples from the research of Dr Nick Kelly. Read the article supported by these notes here: https://www.nickkellyresearch.com/we-need-to-take-teachers-basic-psychological-needs-seriously-examples-of-research-supporting-teachers-self-determination/

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Educational policy and teachers basic psychological needs: Creating the space for teachers to collaborate

  1. 1. Creating the space for teachers to collaborate Dr Nick Kelly Senior Research Fellow, Queensland University of Technology, Australia Science & Engineering Faculty and Faculty of Education Adjunct Senior Lecturer, Digital Life Lab, Australia nick.kelly@qut.edu.au | www.nickkellyresearch.com | scholar profile
  2. 2. The need to take teachers’ basic psychological needs seriously. •The problem •What I mean by this • Examples from my research
  3. 3. • Social, cultural, historical context • Policy, regulation, economy • Professional norms • School characteristics • Systemic support structures • Personal & professional networks • Individual psychology social individual
  4. 4. Why we need to take teachers basic psychological needs seriously
  5. 5. • Teacher estimates of student achievement • Teacher collective efficacy • “Collective teacher efficacy shapes the normative environment of schools”(Goddard, Hoy & Hoy, 2000)
  6. 6. • Number of teachers • Entering the profession • Privatisation • New public management
  7. 7. “Professionals in schools have lost control of the field of judgment in regard to their practice, which has passed instead to the test constructors and system leaders, and the not-for-profits and edubusinesses that are often involved in test construction, information management, and data analysis” (Lingard, Sellar & Lewis, 2017)
  8. 8. Teacher education, support and satisfaction Staff in Australia’s Schools 2007 and 2010 data (Kelly, Sims & Ireland, 2018)
  9. 9. What are teachers’ basic psychological needs?
  10. 10. • Positive psychology • Eudaimonia, flourishing, intrinsic motivation • (Deci & Ryan, 2006) • Self-determination theory •Relatedness •Competence •Autonomy
  11. 11. The self-determined teacher “I am in control of my life” “I am responsible for my own behaviour” “I am self-motivated, not driven by external rewards” “My actions are based on my own personal values and goals”
  12. 12. (Martin, Kelly, & Terry, 2018)
  13. 13. Research into supporting teachers basic psychological needs
  14. 14. video
  15. 15. A space for deep reflection upon teaching practice. Pre-service and Early-career teachers are mentored by experienced teachers. Mentorship Circles Small Private Trusted Stable
  16. 16. Community Q&A Growing Knowledge database Answering questions Sharing resources Giving adviceKnowledge never lost Helping one another A space for Community Knowledge Sharing where teachers help one another Shared knowledge is easily accessible to the rest of the wider community.
  17. 17. TeachConnect Registered users 779 Participating 185 Non-participating 597 Questions 85 Answers 164 Posts 330 Comments 506
  18. 18. RESOURCES COMMUNITY GOVERNMENT/INSTITUTION CORPORATE/FOR-PROFIT/FOUNDATION STEM discussions (mailing list)
  19. 19. • Modelling practice • Providing feedback • Supporting reflection • Making connections • Socialisation into teaching culture • Pragmatic support (Kelly & Antonio, 2016)
  20. 20. https://www.designteachersqld.o rg
  21. 21. https://www.codesignforcurriculumplanning.org CoDesign for Curriculum Planning
  22. 22. 1. Basic psychological needs of teacher 2. The role of researchers 3. Positive psychology in policy & practice Endeavour fellowships to Australia www.nickkellyresearch.com
  23. 23. References Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, and impact on student achievement. American Educational Research Journal, 37(2), 479- Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. Kelly, N., & Antonio, A. (2016). Teacher peer support in social network sites. Teaching and Teacher Education, 56, 138-149. doi: 10.1016/j.tate.2016.02.007 Kelly, N., Dawes, L., Wright, N., Kerr, J., & Robertson, A. (2018). Co-Design for Curriculum Planning: A white paper on the co-design approach to developing teachers’ 21st Century skills. Retrieved from Brisbane, Australia Kelly, N., Russell, N., Kickbusch, S., Barros, A., Dawes, L., & Rasmussen, R. (2018). Online communities of teachers to support situational knowledge: A design-based study. Australasian Journal of Educational Technology. doi: 10.14742/ajet.3867 Kelly, N., Sim, C., & Ireland, M. (2018). Slipping through the cracks: teachers who miss out on early career support. Asia-Pacific Journal of Teacher Education, 1-25. doi: 10.1080/1359866X.2018.1441366 Lingard, B., Sellar, S., Lewis, S. (2017). Accountabilities in Schools and School Systems. Oxford Research Encyclopedia of Education. Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.74 Richard M. Ryan and Edward L. Deci, Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness, Guilford Press, New York, 2017. 756 pp. ISBN 9781462528769, Verger, A., Fontdevila, C., & Zancajo, A. (2016). The Privatization of Education: A political

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