Motivational pedagogy: locking in the learning

McLennan, Brad ORCID: and Peel, Karen ORCID: (2008) Motivational pedagogy: locking in the learning. The Australian Educational Leader, 30 (1). pp. 22-27. ISSN 1832-8245

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In our current teaching practice, Motivational Pedagogy has emerged to generate classroom behaviour management strategy, develop routines, form relationships and guide curriculum planning. Students may start out learning to please the teacher and earn material rewards and then find the means (learning) becomes an end in itself (Sprinthall and Sprinthall, 1981). As children mature, they need to move beyond extrinsic to intrinsic motivation. Learning will be far more long lasting when it is sustained by intrinsic motivation (Bruner, 1962). Students as a result, not only participate, they are engaged and ultimately absorbed in their learning. We believe improved academic achievements, as can be evidenced from the data collected from the statewide year 5 and 7 tests, can be directly attributed to our application of Motivational Pedagogy.

Our paper emphasizes the importance of Motivational Pedagogy in classroom practice and consists of both extrinsic (Deci and Ryan, 1985) and intrinsic approaches to cater for a diversity of Middle School developmental ranges. The three extrinsic approaches are reward motivation, guided motivation and reality motivation. The three intrinsic approaches are, curiosity motivation (Harlow, 1971), competency motivation (White, 1959) and metacognitive motivation.

Real learning can become a solid lifetime pursuit if a student can be guided from external satisfaction to an internal drive towards self directed competence. The challenge for teachers is to facilitate this transition from extrinsic to intrinsic motivation to maximize life long learning.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Additional Information: Blanket permission for this publisher granted email 7/11/2007.
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited: 21 Aug 2014 00:56
Last Modified: 04 Nov 2021 07:49
Uncontrolled Keywords: motivation; pedagogy; extrinsic; intrinsic; teaching
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development
39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy

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