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in-service-training

of

teachers.

   The work-package

from

Aarhus

University

(AU)

in

many

aspects

parallels

the

work

on

motivation

in

WP6h

and

is

linked

to

work-packages

WP6c/d

through

an

emphasis

on

dialogic

influences

on

motivation.

   The aim of the project is to provide a professional development package (deliverable 6.9)

that

facilitates

teachers'

acquisition

and

transformation

of

motivational

theory into  practice.

The

package

will

be

targeted

towards

in-service

training

of

upper

secondary

science

teachers

in

Denmark.

    Theoretically the work will be based on contemporary motivational theory, first of all the seminal work of A. Bandura (e.g.

Bandura

(1997))

on

motivational

aspects

of

expectancies,

particularly

the

notion

of

Self-Efficacy.

Research

has established  Efficacy-beliefs

and

science

Self-Concept

as

the

most

important

drives

and

influences

on

students'

attitudes

towards

science

(e.g.

Krogh

et

al

(2005)).

Bandura

originally

emphasized

enactive

experiences,

vicarious

experiences,

and verbal  persuasion as sources of efficacy. We extend his notion of "persuasion"

to

include

the

extremely

important

effects

of

feedback

(e.g.

Butler

(1987)),

by

emphasising

how

teachers'

dialogic

practices

(e.g.

Mortimer

et

al

2003))

and

ways

of

responding to  students,

can

facilitate

or

destroy

efficacy

and

motivation.

  The

professional

development

package

is

intended

to

span

5

teacher training  sessions,

and

will

be

structured

around

a

number

(est.

10)

of

reflective

and

practical

activities.

The

package

will

be

tried

out

and

evaluated

in

collaboration

with

Danish

science

teachers.

Session

materials

and

video-clips

of

participating

teachers'

  motivational

practices

will

be

included

in

the

training

package.

(product

6.9)