O que é um aluno motivado? Reflexões a partir dos relatos de cinco professores de instrumento musical
DOI:
https://doi.org/10.26694/caedu.v5i1.3123Keywords:
Instrumental music teaching, Motivation, Self-Determination Theory, Autonomous motivation, Music educationAbstract
Instrumental music teachers usually recognize some aspects of students’ motivation. However, we do not know teachers’ opinions about students’ motivation, specifically what do they consider a motivated or unmotivated student. To support this study, we adopt Self-Determination Theory perspective, which define autonomous motivation as high quality of motivation and controlled motivation as low quality of motivation. From that, the aim was to know what instrumental music teachers mean by high- and low-quality motivated students. To conduct an in-deep study, we interviewed five instrumental music teachers. As results, teachers recognize some relevant traces of motivation, both in positive and negative aspects. For high-quality motivation, teachers highlighted interest, effort, curiosity, and identification with the task. For low-quality motivation, teachers emphasized the obligation to attend classes, absence behaviors, alienation, and lack of interest. Teachers, however, didn't mention others relevant motivations aspects, as beliefs in own capability, strategies to study and causal attributions. This indicates that it could be productive to approach motivation theories in music teacher training.
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