On The Motivation Of Teachers' Learning In The Post - Training Of Primary And Middle School Teachers Based On The Theory Of Self - Determination

In recent years, along with the rapid development of education in China, the research and practice in the field of teacher education have gradually become more mature and improved. The vocational training of primary and secondary school teachers has become a hot topic, and has been greatly emphasized on. Both in theory and practice, teachers’ vocational training has made a very significant achievement. But in this area there are also many issues for us to keep exploring. Based on the self-determination theory among motivation theories, this article analyzes the learning motivation of primary and secondary school teachers in vocational training. Self-determination theory was proposed by the American psychologists Richard M. Ryan and Edward L. Deci in the 1980s. The theory argues that people with a positive initiative, according to basic psychological needs, can internalize the external environment and external motivation into the internal satisfaction, and then stimulate the self-growth potential. The self-determination theory is divided into five sub-theories: cognitive evaluation theory, organismic integration theory, causality orientations theory, basic psychological needs theory and goal contents theory. This article’s analysis on the primary and secondary school teachers’vocational training based on self-determination theory shows that, since the training system was deficiently designed, training content and methods were inappropriate etc., the prevalent training generally failed to effectively promote teachers’ learning motivation and ultimately led to poor training effects, waste of resources, low satisfaction of teachers, poor motivation, and hindered the teachers’ professional growth.The article is divided into five sections. The first part is an introduction, which expounds the reason, purpose and meaning of the research, related concepts, literature review, research methods and ideas, and innovation and inadequate aspects. The second part briefly describes the development background of the self-determination theory as well as its core viewpoints. The third section analyzes the learning motivation situation of school teachers in vocational training, specifically the issues about training frequency, main form of training, teaching expert, research before training and feedback after training, teachers’ demand and satisfaction. The fourth part is an application of self-determination theory, which in accordance with the several sub-theories conducts specific theoretical analysis for school teachers’ learning motivation in vocational training, to clarify the cruces of some existing problems. According to the foregoing analysis, the article’s last part gives conclusion and makes recommendations for improvement- establishing teachers’ positive cognition of self-determination and self-efficacy in training, establishing training system which satisfies teachers’ basic psychological needs, establishing good environment for promoting the combination of external and internal motivations.