By: Diana Madera

Content: Preliminary resources (my infography)My OutlineMy planning and strategies related to my LR.What have I done so far?My own challengesPreliminary references for my LR.

My infography

My Outline

Researcher’s name: Diana Astrid Madera MatosStudent’s registration number: 11-12684Working Title: Fluctuations in UQROO English teachers’ motivation: A case study General Line of Research: MotivationNature of Research: Qualitative

Chapter 1: Introduction1.1. Background I have been studying this career for five years and I have noticed that many students do not know why they want to become teachers or even if they want to be teachers, even though at the beginning we were aware about the main objective of the major that is to become a competent English Language teacher. The truth is that that I used to be one of them, but the only think I needed to do is look for my family history. When I started asking myself about the reason why I chose this career, I realized that I want to be a teacher because my dad was one of that good ones, so it influenced on me and made me chose this career. Besides, in my previous experience in high school and secondary school, English teachers had a bad reputation. I remember that my partners used to say almost of the time: “in English class we never learned anything” because the teacher was lazy or the class was really boring or the teachers just do not care about teaching English and they preferred to sit down on the desk and tell stories about “their life” instead giving classes. That was another reason why I decided to become a great English Teacher, I want to change that perspective that students have about it. Beginners or experienced teachers, they always have a reason to teach, so I wanted to know better about those reasons. I searched on the Internet and the library for studies or thesis about this topic and I found that there are not many researches about this. There are a few articles about this topic, so I decided that I wanted to improve that information base. Beginning teachers’ motivation is not the same that experienced ones so I am really excited for knowing about the teachers’ motivation and how they vary across time.

1.2. RationaleMany studies have focused on student’s motivation, but there are not plenty about teachers’ motivation, that is why this study focuses on teacher motivation and how it varies across time. Teacher motivation is an important concern for educational leaders and managers because it has an important effect on student’s motivation. Teachers tend to complain about the difficulty of keeping students motivated, so how much difficult it could be if teachers themselves are not motivated? Teacher motivation is also important for the positive advance of educational reforms. When teachers are motivated, they can work easily and better for educational reform and progressive legislation. Another good reason why teacher motivation is important is because when a teacher is motivated can guarantee the implementation of reforms and the successful of them. Finally, teacher motivation is important for the satisfaction and fulfilment of teachers themselves. If teacher are positively motivated, they are going to transmit knowledge efficiently. Heinz (2015) aims that they also matter because they have a very significant impact upon their pupils’ social and emotional growth and their preparedness to live, work, and contribute to their local communities and wider society.

1.3. Objective(s) • Analyze the fluctuations in UQROO English teachers motivation in a

case study. • Analyze which motivators UQROO English teachers could face while

they teach.• Analyze which demotivators UQROO English teachers could face while

they teach.• Provide a qualitative dissertation on results.1.4 Research question(s) or hypotheses• The research questions are as follows: • How does the motivation to be English teachers vary across time?• What factors influence this motivation?

1.5 Significance of the study. Since there are not previous studies about Teacher’s Motivation in UQROO, this study will help to other people who want to research about this topic. Nowadays, the number of the English Language teachers are growing and it is important to know what are motivating them to become teachers and how that motivators vary across time. Teachers are arguably the most important group of professionals for our nation’s future.

• Chapter 2: Literature Review 2. Literature review2.1 Introduction2.2 Why do individuals all over the world choose to become school teachers?2.3. What is motivation? 2.3.1 Extrinsic vs intrinsic2.4 Motivation in second and foreign language learning2.5 Importance of teacher motivation 2.6 Factors that have greatest impact on teacher motivation2.7 How motivators can change over time?2.8 Conclusion

• Chapter 3: Methods3. Research design3.1 Participants3.2 Instrumentation/Questionnaire3.3 Interviews3.4 Procedure and Methodology3.5 Data Collection3.6 Data Analysis

Chapter 4: Result and Analysis4. Review of the study4.1 Analysis Chapter 5: Discussion and Conclusion5. Discussion of results5.1 Summary of results and Conclusion5.2 Limitations of the study5.3 Recommendations for further researchReferences and bibliographiesAppendix

My planning and strategies related to my LR

What have I done so far?

My own challenges

Preliminary references for my LRADELABU, M. (2005). TEACHER MOTIVATION AND INCENTIVES. NIGERIA.

Dörnyei, Z. (Julio de 1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.

DÖRNYEI, Z. (2009). The L2 Motivational Self System. En Z. DÖRNYEI, The L2 Motivational Self System.

Gao, X. (., & Hao, X. (2014). The dilemma of being English language teachers: Interpreting teachers’ motivation to teach,and professional commitment in China’s hinterland regions. Language Teaching Research, 18, 152–168.

Griva, E., Panitsidou, E., & Choste, D. (2012). Identifying factors of job motivation and satisfaction of foreign. (E. Ltd., Ed.) doi:10.1016/j.sbspro.2012.05.157

Heinz, M. (18 de March de 2015). The online platform for Taylor & Francis Group content . Obtenido de http://www.tandfonline.com/doi/abs/10.1080/13803611.2015.1018278

Heinz, M. (2015). Why choose teaching? An international review. Educational Research and Evaluation, 258-297.

Hettiarachchi, S. (1 de Enero de 2010). ESL Teacher Motivation in Sri Lankan Public Schools.

Hildebrandt, S., & Eom, M. (2011). Foreign Language Teacher Motivations for Professionalization. The Journal of Language Teaching and Learning, 39 53.‐KADZAMIRA, E. C. (2006). TEACHER MOTIVATION AND INCENTIVES. Malawi.

Müller, F. H., & Hanfstingl, B. (2010). Teacher motivation. Journal for Educational Research Online, 5–8.

Heinz, M. (2015). Why choose teaching? An international review. Educational Research and Evaluation, 258-297.

Why do individuals all over the world choose to become school teachers? What

motivates them to become educators of young people, and how committed are they to

this cause when they enter their teacher education courses? Considering that teacher

motivation and commitment have been identified as crucial factors for the future

success of education and schools (Huberman, 1993; Manning & Patterson, 2005;

Rikard, 1999), these are important questions for policy makers and societies to

address. This paper provides a systematic and conceptual review of empirical

research studies exploring student teachers’ career motivations and commitment in 23

countries from 5 continents. A variety of motivating factors are explored, their

relative importance in student teachers’ career decisions is discussed, and differences

between various subgroups and cultural contexts are highlighted. Attention is drawn

to methodological limitations as well as recent developments in this important area of

research.

KADZAMIRA, E. C. (2006). TEACHER MOTIVATION AND INCENTIVES. Malawi.

Müller, F. H., & Hanfstingl, B. (2010). Teacher motivation. Journal for Educational Research Online, 5–8.Environmental conditions, such as working conditions at school, students’ behaviorand students’ habits or aspects of the entire school system and their effects on teacher motivation are rarely systematically analyzed. This also includes the effect of personal preconditions and biographical aspects.The impact of teacher motivation on learning environments in classrooms, and students’ learning processes, should be studied more intensively. This requires data both from the students’ and the teachers’ perspectives.Data from longitudinal studies are indispensable for the assessment of the opportunities and limitations of the development of teacher motivation.Different professional activities of teachers might show a differential impact on teacher motivation. Such activities include teaching children of a particular age group, cooperation in teams, taking part in in-service education and school development activities or implementing innovations in classroom teaching.