53 A beliefs framework 2 Dimension 9: ‘Students’ motivation’ This dimension also needed to be expanded from two to four beliefs. In the two most teaching-centred orientations (Orientations l and ll), educators focused on their own interests or enthusiasm, and believed that, consistent with their belief in transmitting knowledge, they also have to transmit their own motivation to the students (D9A): I think [teaching] is trying to transmit information in a way that fosters interest in the audience. I think your goal ought to be to generate some excitement, to be excited about what you are teaching, and to be an effective communicator so you can share your excitement, your passion, and generate some enthusiasm in the audience. (D9A; S07) In the teaching-centred orientation with learning-centred aspects (Orientation III), educators described their awareness of students’ intrinsic motivation (D9A/b), acknowledging, for example, the enthusiasm of students. In the learning-centred orientation with teaching-centred aspects (Orientation IV) educators were aware of the individual differences in students’ intrinsic motivation (D9B/a). These educators used phrases like wanting to learn about what the student is interested in, recognising where the student ‘wants to get.’ If you consider that intrinsic motivation is most important, then those students who are intrinsically motivated will find their way themselves with a bit of help… I go along with what I think interests them. (D9A/b; L10) Try to find something about what’s their driver, what makes them tick, what makes them excited, what makes them feel like it’s worth coming to class. And for some it’s problem-solving, for some it’s knowing something no one else knows…, different reasons, and not assuming that all [reasons] have to be the same. (D9B/a; S12) In the most learning-centred orientation (Orientation VI), educators described their responsibility to find out what makes the learning of the individual student exciting, to invest in the person of the student and his/her passion, and to foster the motivation and interest of the student with the goal of enhancing the learning (D9B):
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