TY - JOUR
AU - Fuller, Frances F.
AB - Concerns of Teachers: A Developmental Conceptualization1 FRANCES F. FULLER2 The University of Texas The motivation of the learner is generally conceded to influence his learning. To be useful however, this principle requires specifi­ cation of the goals of particular learners in particular situations. As McKeachie says about undergraduates: We know that student learning and memory are closely tied to mo­ tivation. Students usually learn what they want to learn but often have great difficulty learning material which does not interest them. Most of us have to recognize that not all students are deeply interested in everything we want to teach them. One primary problem, then, is motivating students. Usually the learn­ ing psychologist stops with this point, but to be useful the principle of motivation needs to be accompanied by information about depend­ able motives of college students (McKeachie, 1963, p. 1119). Of all the sectors of undergraduate education, teacher prepara­ tion is probably in greatest need of such information. Education courses are admittedly not regarded as the most interesting on the campus. In some quarters they are even held in contempt. They 'take' less well than educators would wish and attrition is high. In 1. This research was 
TI - Concerns of Teachers: A Developmental Conceptualization1: 
JF - American Educational Research Journal
DO - 10.3102/00028312006002207
DA - 2016-06-24
UR - https://www.deepdyve.com/lp/sage/concerns-of-teachers-a-developmental-conceptualization1-8tSyIf0F9c
SP - 207
EP - 226
VL - 6
IS - 2
DP - DeepDyve
ER -