When Inclusive Education Looks at the Effects of Teacher Communication Styles on Studentsâ Motivation

Sophie Sanchez-LarrÃ©a; Pascal Legrain

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Chapter 7 When Inclusive Education Looks at the Effects of Teacher Communication Styles on Studentsâ Motivation

In: Inclusive Educational Ethics, Facing the Facts

Authors:

Sophie Sanchez-LarrÃ©a

Sophie Sanchez-LarrÃ©a
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Pascal Legrain

Pascal Legrain
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Type:: Chapter

Pages:: 113â127

DOI:: https://doi.org/10.1163/9789004705968_008

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Abstract

Training future teachers in conditions for inclusive education involves consolidating knowledge of different student profiles in order to offer diversified learning pathways (Demchenko et al., 2021). This objective implies the development of professional language skills. In the field of self-determination theory (Ryan & Deci, 2017), several works stress the influence of the motivational style of instruction on the studentsâ satisfaction of basic psychological needs (autonomy, competence, and social relatedness) who want to be listed to and respected in their diversity (Reeve & Cheon, 2021). However, this issue is little addressed in the teacher training programs. The purpose of this study was to analyse the language interventions of a beginner teacher in Physical Education (PE) and their impact on the studentsâ psychological needs satisfaction and involvement in learning with regard to gender diversity.

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Inclusive Educational Ethics, Facing the Facts

Series:Â ISATT Conference Series, Volume: 2

E-Book ISBN:: 9789004705968

Publisher:: Brill

Print Publication Date:: 27 Aug 2024

Subjects
- Education
  - Inclusive Education

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Chapter 7 When Inclusive Education Looks at the Effects of Teacher Communication Styles on Studentsâ Motivation

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Inclusive Educational Ethics, Facing the Facts

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Chapter 7 When Inclusive Education Looks at the Effects of Teacher Communication Styles on Studentsâ Motivation