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Effect of a Need-Supportive Training Programme on Novice Teachers' Motivating Style and Students' Engagement: The Role of Video-Based Discussion

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Title: Effect of a Need-Supportive Training Programme on Novice Teachers' Motivating Style and Students' Engagement: The Role of Video-Based Discussion
Language: English
Authors: Amaël André, Damien Tessier, Benoit Louvet
Source: European Journal of Teacher Education. 2025 48(4):681-697.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Video Technology, Discussion (Teaching Technique), Beginning Teachers, Student Motivation, Learner Engagement, Faculty Development, Program Effectiveness, Personal Autonomy, Interpersonal Relationship, Teacher Collaboration, Foreign Countries, Self Determination
Geographic Terms: France
DOI: 10.1080/02619768.2023.2250909
ISSN: 0261-9768
1469-5928
Abstract: Based on self-determination theory, this study examines the added value of video-based discussion, which is included in a need-supportive training programme, on novice teachers' motivating style and students' engagement throughout a school year. Twenty-four teachers in the treatment condition attended a need-supportive training programme including a video-based discussion, while 24 teachers in the standard condition participated in the need-supportive training programme comprising discussions without video. Teachers' motivating style and students' engagement were assessed three times across the year. Results revealed that teachers' autonomy-support and students' engagement increased in the treatment condition but not in the standard condition. However, no greater effect of the treatment condition was found on teachers' structure and relatedness-support, compared to the standard condition. The present findings indicate that combining theoretical sessions and reflective discussions based on video recordings of teachers' own teaching could represent an efficient strategy to bridge the gap between theory and practice.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487762
Database: ERIC
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  Data: Effect of a Need-Supportive Training Programme on Novice Teachers' Motivating Style and Students' Engagement: The Role of Video-Based Discussion
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  Data: <searchLink fieldCode="AR" term="%22Amaël+André%22">Amaël André</searchLink><br /><searchLink fieldCode="AR" term="%22Damien+Tessier%22">Damien Tessier</searchLink><br /><searchLink fieldCode="AR" term="%22Benoit+Louvet%22">Benoit Louvet</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Teacher+Education%22"><i>European Journal of Teacher Education</i></searchLink>. 2025 48(4):681-697.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink>
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  Data: 10.1080/02619768.2023.2250909
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  Label: Abstract
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  Data: Based on self-determination theory, this study examines the added value of video-based discussion, which is included in a need-supportive training programme, on novice teachers' motivating style and students' engagement throughout a school year. Twenty-four teachers in the treatment condition attended a need-supportive training programme including a video-based discussion, while 24 teachers in the standard condition participated in the need-supportive training programme comprising discussions without video. Teachers' motivating style and students' engagement were assessed three times across the year. Results revealed that teachers' autonomy-support and students' engagement increased in the treatment condition but not in the standard condition. However, no greater effect of the treatment condition was found on teachers' structure and relatedness-support, compared to the standard condition. The present findings indicate that combining theoretical sessions and reflective discussions based on video recordings of teachers' own teaching could represent an efficient strategy to bridge the gap between theory and practice.
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        Type: general
      – SubjectFull: Discussion (Teaching Technique)
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      – SubjectFull: Beginning Teachers
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Teacher Collaboration
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