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Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development

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Abstract

The present study investigates whether productive classroom discourse in the form of instructional and motivational classroom discourse (Turner et al., Journal of Educational Psychology 94: 88–106, 2002) provides a supportive social context for students that fosters the fulfilment of the basic psychological needs of autonomy and competence (Meyer and Turner, Educational Psychologist 37(1): 17–25, 2002; Ryan and Deci, Contemporary Educational Psychology 25(1): 54–67, 2000). In order to explore this, we studied the ways in which a teacher professional development programme (Dialogic Video Cycle; Gröschner et al. 2015) might affect the quality of teachers’ instructional and motivational discourse. The programme provided video-based professional development on productive classroom discourse for an entire school year. During the same period of time, we explored changes in students’ perceptions of autonomy and competence support and possible implications for students’ intrinsic learning motivation. The study followed a two-group field-experiment design; 10 STEM classes participated (N = 226 students). The intervention group (IG) was compared to a control group (CG), which participated in traditional professional development on classroom discourse (IG: n Students = 136, n Teachers = 6; CG: n Students = 90, n Teachers = 4). The results show significant group differences in the development of instructional and motivational discourse throughout the school year, resulting in significant benefits for the IG. Furthermore, the students experienced their teachers as more autonomy- and competence-supportive throughout the year, leading to increased experiences of self-determination and intrinsic learning motivation. The results are discussed in the light of recent research and theory.

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Acknowledgements

We would like to thank the teachers and co-researchers who participated in the project “DIALOGUE”. We also thank (Ann-Kathrin Schindler blinded for peer-review) for her work in managing the project together with the first two authors. This work was supported by the German Research Foundation under Grant (SE 1397/5-1 blinded for peer-review).

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Authors and Affiliations

  1. Technical University of Munich (TUM), Arcisstr. 21, 80333, Munich, Germany

    Katharina Kiemer, Alexander Gröschner & Tina Seidel

  2. Goethe-Universität Frankfurt am Main, Grüneburgplatz 1, 60323, Frankfurt am Main, Germany

    Mareike Kunter

Authors
  1. Katharina Kiemer
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  2. Alexander Gröschner
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  3. Mareike Kunter
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  4. Tina Seidel
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Corresponding author

Correspondence to Katharina Kiemer.

Additional information

Katharina Kiemer. Technical University of Munich (TUM). Arcisstr. 21, 80333 Munich, Germany. Email: katharina.kiemer@phil.uni-augsburg.de, Tel: +49 821 598 4392

Current themes of research:

Classroom discourse. Teacher professional development. Student learning motivation

Most relevant publications in the field of Psychology of Education:

Furtak, E.M., Kiemer, K., Swanson, R., DeLeon, V., Circi, R., Morrison, D., & Heredia, S. (2016). Developing teachers’ attention and response to student thinking through long-term professional development: results of a longitudinal study. Instructional Science. doi: 10.1007/s11251-016-9371-3

Kiemer, K., Seidel, T., Gröschner, A. & Pehmer, A.-K. (2015). Effects of a productive classroom discourse intervention on students’ motivation to learn mathematics and science. Learning and Instruction. 35, 94–103. doi: 10.1016/j.learninstruc.2014.10.003

Kiemer, K., Gröschner, A., Pehmer, A.-K. & Seidel, T. (2014). Teacher learning and student outcomes in the context of classroom discourse. Findings from a video-based teacher professional development programme. Form@re. Open Journal per la formzione in rete, 14(2), 51–62. http://dx.doi.org/10.13128/formare-15124

Alexander Gröschner. Technical University of Munich (TUM). Arcisstr. 21, 80333 Munich, Germany. Email: alexander.groeschner@uni-jena.de, Tel: +49 3641 945 351

Current themes of research:

Classroom discourse and teacher-student interactions. Mentoring and video-based peer-coaching. Professional development and effective teacher learning

Most relevant publications in the field of Psychology of Education:

Gröschner, A., Seidel, T., Pehmer, A.-K. & Kiemer, K. (2014). Facilitating collaborative teacher learning: the role of “mindfulness” in video-based teacher professional development programs. Gruppendynamik und Organisationsberatung, 45(3), 273–290

Kleinknecht, M. & Gröschner, A. (2016). Fostering pre-service teachers’ noticing with structured video-feedback: results of an online- and video-based intervention study. Teaching and Teacher Education.

Kiemer, K., Gröschner, A., Pehmer, A.-K. & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers’ practice and students’ motivation to learn mathematics and science. Learning and Instruction, 35(2), 94–103.

Jurik, V., Gröschner, A. & Seidel, T. (2014). Predicting students’ cognitive learning activity and intrinsic learning motivation: how powerful are teacher statements, student characteristics, and gender? Learning and Individual Differences, 32, 132–139.

Pehmer, A.-K., Gröschner, A. & Seidel, T. (2015). How teacher professional development on productive classroom dialogue affects students’ higher order learning. Teaching and Teacher Education, 47(2), 108–119.

Tina Seidel. Technical University of Munich (TUM). Arcisstr. 21, 80333 Munich, Germany. Email: tina.seidel@tum.de, Tel: +49 89 289 25114

Current themes of research:

Classroom discourse. Teacher professional development. Teacher education. Teacher-student interaction

Most relevant publications in the field of Psychology of Education:

Furtak, E.M, Seidel, T., Iverson, H., Briggs, D. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: a meta-analysis. Review of Educational Research, 82(3), 300–329. doi: 10.3102/003465431245720

Seidel, T., & Shavelson, J.R. (2007). Teaching effectiveness research in the past decade: role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4),454-499

Seidel, T. & Stürmer, K., (2014). Modeling the structure of professional vision in pre-service teachers. American Educational Research Journal, 51(4), 739–771. doi: 10.3102/000283121453132

Jurik, V., Gröschner, A., & Seidel, T. (2013). How student characteristics affect girls’ and boys’ verbal engagement in physics instruction. Learning and Instruction, 23, 33–42. doi:10.1016/j.learninstruc.2012.09.00

Kiemer, K., Seidel, T., Gröschner, A. & Pehmer, A.-K. (2015). Effects of a productive classroom discourse intervention on students’ motivation to learn mathematics and science. Learning and Instruction, 35, 94–103. doi: 10.1016/j.learninstruc.2014.10.003

Mareike Kunter. Goethe-Universität Frankfurt am Main. Grüneburgplatz 1, 60323 Frankfurt am Main, Germany. Email: kunter@paed.psych.uni-frankfurt.de, Tel: +49 69 798 35369

Current themes of research :

Professional competence of teachers. Teacher career development. Classroom instruction. Motivation at school

Most relevant publications in the field of Psychology of Education:

Decristan, J., Klieme, E., Kunter, M., Hochweber, J., Büttner, G., Fauth, B., Hondrich, A. L., Rieser, S., Hertel, S. & Hardy, I. (2015). Embedded formative assessment and classroom process quality: how do they interact in promoting students’ science understanding? American Educational Research Journal, 52(6), 1133–1159. doi:10.3102/0002831215596412doi:10.3102/0002831215596412

Dicke, T., Parker, P. D., Holzberger, D., Kunina-Habennicht, O., Kunter, M., & Leutner, D. (2015). Beginning teachers’ efficacy and emotional exhaustion: latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology, 41, 62–72. doi: 10.1016/j.cedpsych.2014.11.00

Holzberger D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: a longitudinal analysis. Journal of Educational Psychology, 105(3), 774–786. doi: 10.1037/a0032198

Holzberger, D., Philipp, A., & Kunter, M. (2014). Predicting teachers’ instructional behaviors: the interplay between self-efficacy and intrinsic needs. Contemporary Educational Psychology, 39(2), 100–111. doi: 10.1016/j.cedpsych.2014.02.001

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. doi: 10.1037/a0032583

Appendix

Appendix

Table 5

Table 5 Codes for instructional and motivational classroom discourse (unit of analysis is talk format, four-point Likert scale: 0 = “not applicable”, 1 = “partially not applicably”, 2 “partially applicable”, 3 = “fully applicable”)
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Kiemer, K., Gröschner, A., Kunter, M. et al. Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development. Eur J Psychol Educ 33, 377–402 (2018). https://doi.org/10.1007/s10212-016-0324-7

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