Prácticas docentes motivadoras en la enseñanza superior: el caso de los programas de salud y pedagogía

Translated title of the contribution: Motivational teaching practices in higher education: the case of health and pedagogical programs

Jorge Valenzuela, Carla Muñoz, Jorge Miranda-Ossandón, Constanza Lobos

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The present study analyzes the motivational practices reported by academics in education and health programs. Faculty members from both areas of knowledge (n= 392) answered a questionnaire about their usual procedures to develop learning motivation in university students in both face-to-face and online education contexts. The results show that more than half of these practices correspond to didactic and not motivational strategies. In turn, the types of motivational practices prevalent in both groups are similar (empathy, importance, amusement). Although the lack of mention of practices associated with rewards and punishments stands out, the low mention of motivational practices related to promoting autonomy and self-determination, the value of usefulness, and the classroom climate, are notorious. It is also noted that practices in the online format are significantly reduced in health teachers and increased in education teachers. Finally, after discussing the results, it is possible to conclude the need and the challenge of better motivational training for university teachers in education and health.

Translated title of the contributionMotivational teaching practices in higher education: the case of health and pedagogical programs
Original languageSpanish
Pages (from-to)29-42
Number of pages14
JournalRevista Electronica Interuniversitaria de Formacion del Profesorado
Volume25
Issue number3
DOIs
StatePublished - 2022
Externally publishedYes

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