Learning and motivation are old and complex topics. Schools everywhere in the world are concerned about the school engagement of children. The main public policy answer has been learning environment: competences, child centeredness, technology and premises. Motivation is a complex concept and hard to keep up. Schools, governments and researchers are still debating the proper way to motivate students. Principals, teachers and experts see the lack of motivation in school students, in rich and poor countries, as one if not the main obstacle/challenge for learning. And yet, there is not consensus about the best way to create motivation environments. There are two sides of the story or two models: the business one and the pedagogical one. Should teachers and schools use the pedagogical way at schools knowing that students will, sooner or later, have to live, as adults, in a fiercely competitive business world? I conclude by theorizing about the relationship between intrinsic and instrumental motivation from a game-theoretic perspective to try to shed some light about the type of motivation that schools and teachers should try at schools in order to prepare young students to the fiercely competitive world of adults.
Eduardo Andere, Ph.D, is being presented at the Convention for the International Confederation of Principals, "Leading Educational Design" in Helsinki, Finland, to 1000+ educators from 46 countries. First remarks.
One of the main concerns in schools is: How to engage those students that are not interested or motivated in studying? After all.... “Motivation and engagement can be regarded as the forces behind learning”* (OECD)
The global answer to this concern, from the public policy point of view, has been everywhere: Learning and motivation environments.
What is the meaning of “learning and motivation environments” in the daily life of schools, at least at the slogan level?
We have learned from teachers and principals that the human interaction, the so-called teacher- student relation is crucial.
What do teachers and principals from schools around the world have to say about learning environments and motivation? In this lecture we will present the main findings about my research project visiting schools in high performing countries.
There are two kinds of schools and education systems: Process oriented and goals oriented.
Who is right or wrong and why?
We asked teachers around the world what are the most significative factors behind learning.
Quality of teachers and principal's leadership top this list. But, Is this really so?
Teachers are important, but at least in these cases some other factors at play seem to be as important or more important than teachers for students' achievement.
The first thing that I learned after visiting so many schools and interviewing so many educators is that all schools are not equal, not even similar.
They may be similar in one aspect, but not in all the relevant ones.
In this lecture we will review different characteristics of schools and its relation to PISA rankings.
If rankings are not the whole picture, what is PISA missing? And after these findings, what should we know about motivation?
There are two motivation levers: Intrinsic or endogenous and extrinsic o exogenous.
From these two levers, we can develop two different stories or models for motivating people:
In this last part of the seminar we can listen to interesting questions and answers from the audience.
EDUARDO ANDERE M., es analista y escritor en temas de políticas públicas, política educativa y educación comparada, es investigador visitante de la Escuela Steinhardt de Cultura, Educación y Desarrollo Humano de la Universidad de Nueva York y de la Facultad de Ciencias Políticas del Colegio de Boston; y está afiliado al Centro Regional de Formación Docente e Investigación Educativa en México.
El Dr. Andere es Doctor en Ciencia Política del Colegio de Boston con maestrías en Economía y Administración Pública de las Universidades de Boston y Harvard respectivamente. Obtuvo su licenciatura en Derecho de la Universidad Iberoamericana. Su tesis obtuvo el Primer Premio de Economía Banamex.
Es autor de 11 libros sobre educación, política educativa, aprendizaje y educación comparada:
El Dr. Andere es conferencista nacional e internacional, asesor, consejero y autor de varios artículos en revistas especializadas nacionales e internacionales. Su más reciente artículo en revista arbitrada: Andere, E. (2015). Are teachers crucial for academic achievement? Finland educational success in a comparative perspective.Education Policy Analysis Archives, 23(39).
El Dr. Andere es miembro del SNI, es evaluador internacional para la revista científica “European Journal of Teacher Education”; colabora como escritor y consejero en el portal “educacionfutura”, y es columnista invitado en el periódico Reforma.