International Electronic Journal of Mathematics Education

Teachers’ Conceptions About the Child’s Developmental Needs: A Structural Analysis
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2016 - Volume 11 Issue 5, pp. 1471-1479
  • Published Online: 04 Aug 2016
  • Article Views: 706 | Article Download: 525
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Lynch MF, Salikhova NR. Teachers’ Conceptions About the Child’s Developmental Needs: A Structural Analysis. Int Elect J Math Ed. 2016;11(5), 1471-1479.
APA 6th edition
In-text citation: (Lynch & Salikhova, 2016)
Reference: Lynch, M. F., & Salikhova, N. R. (2016). Teachers’ Conceptions About the Child’s Developmental Needs: A Structural Analysis. International Electronic Journal of Mathematics Education, 11(5), 1471-1479.
Chicago
In-text citation: (Lynch and Salikhova, 2016)
Reference: Lynch, Martin F., and Nailya R. Salikhova. "Teachers’ Conceptions About the Child’s Developmental Needs: A Structural Analysis". International Electronic Journal of Mathematics Education 2016 11 no. 5 (2016): 1471-1479.
Harvard
In-text citation: (Lynch and Salikhova, 2016)
Reference: Lynch, M. F., and Salikhova, N. R. (2016). Teachers’ Conceptions About the Child’s Developmental Needs: A Structural Analysis. International Electronic Journal of Mathematics Education, 11(5), pp. 1471-1479.
MLA
In-text citation: (Lynch and Salikhova, 2016)
Reference: Lynch, Martin F. et al. "Teachers’ Conceptions About the Child’s Developmental Needs: A Structural Analysis". International Electronic Journal of Mathematics Education, vol. 11, no. 5, 2016, pp. 1471-1479.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Lynch MF, Salikhova NR. Teachers’ Conceptions About the Child’s Developmental Needs: A Structural Analysis. Int Elect J Math Ed. 2016;11(5):1471-9.

Abstract

Educational practice should be based on the developmental needs of the student, but teacher training rarely focuses on the link between those needs and practice. The aim of the present study was to investigate what teachers think about the needs of students. In this initial report of research on teachers’ beliefs, 247 practicing teachers from the Republic of Tatarstan, recruited from continuing education/recertification classes conducted in Kazan, Russia, responded to a list of 26 statements drawn from Self-determination theory (SDT), Maslow’s hierarchical theory of needs, and several other sources, rank-ordering them in terms of their importance for the child’s healthy psychological development. The article presents the rank-ordering of teachers’ beliefs about student needs as well as the factor structure of those needs. Two needs from SDT (relatedness, competence) ranked more highly than Maslow’s needs, but, unexpectedly, teachers ranked the need for meaning most highly. Results indicated that autonomy was valued less than most other candidate needs, and, additionally, an unexpected factor structure emerged. The paper, which suggests caution when testing and utilizing existing constructs in new cultural contexts, will be of interest to researchers and educators alike as they work to strengthen the link between student needs and educational practice.

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