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Byman Reijo & Kansanen Pertti (2008). « Pedagogical Thinking in a Student's Mind : A conceptual clarification on the basis of self-determination and volition theories ». Scandinavian Journal of Educational Research, vol. 52, n° 6, dĂ©cembre, p. 603–621. 
Added by: Marie Gaussel (21 Jun 2010 11:18:10 Europe/Paris)   Last edited by: Laure Endrizzi (31 Jan 2011 17:08:41 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/00313830802497224
BibTeX citation key: Byman2008a
Categories: General
Keywords: contexte d'apprentissage, curriculum, éducation prioritaire, motivation, psychologie de l'éducation, stratégie d'apprentissage
Creators: Byman, Kansanen
Collection: Scandinavian Journal of Educational Research
Views: 1421/2790
Views index: 37%
Popularity index: 9.25%
Abstract     
This article suggests that educational psychology should pay more attention to the role of the curriculum when the optimal motivation to learn in school is considered. The curriculum frames the teaching-studying-learning process in school. This fact has several implications on the motivation to learn in school. After the child starts school, his or her motivation to learn seems to change from an intrinsic motivation to an extrinsic motivation. To develop pedagogical thinking in a student's mind means that the student must become acquainted with the aims and goals of the curriculum, assimilate them into his or her integrated sense of self and, thus, fully accept them as their own. If this succeeds, it will have positive effects on the student's motivation at school and especially on the motivation to study and learn. The concept of pedagogical thinking in a student's mind is analogous to the concept of teacher's pedagogical thinking. Based on previous studies, this article provides an example of how joint-planning can offer a learning environment that promotes students' pedagogical thinking and the internalisation of the aims and goals of the curriculum in school. This article calls for new theoretical syntheses and research programmes that better take into account the normative nature of learning and teaching in school.
Added by: Marie Gaussel  Last edited by: Laure Endrizzi
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