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Framed through a sociocultural perspective, the study treats student learning as emerging from peer interaction mediated by the teacher or more capable peers. Evidence shows teachers mediate positive peer relationships, sustaining motivation during challenging, at times exhausting, collaborative work through weekly class meetings and negotiated democratic decision-making.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/motivation-in-action-in-a-collaborative-primary-classroom-developing-and-sustaining-teacher-motivation/594427/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/motivation-in-action-in-a-collaborative-primary-classroom-developing-and-sustaining-teacher-motivation/594427.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study describe the role of teacher scaffolding in student learning?","Question",{"text":112,"@type":113},"Scaffolding students to solve social issues supported mature participation for both teacher and students, with learning mediated by the teacher or more capable peers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What theoretical framework guided the research?",{"text":117,"@type":113},"The research used a sociocultural perspective, linking motivation to learning as culturally mediated processes in social classroom environments.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the teacher sustain motivation while addressing challenging classroom needs?",{"text":121,"@type":113},"The teacher used weekly class meetings to negotiate how students share “power” and model democratic decision-making, supported by an action research cycle of planning, implementing, collecting data, and reflecting.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594427,1792189505,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \nVolume 34 | Issue 6 Article 2  \n2009  \n‘Motivation inAction’ in a Collaborative Primary Classroom: Developing and Sustaining Teacher Motivation  \nVeronica Morcom Murdoch University  \nJudith MacCallum Murdoch University  \nRecommended Citation  \nMorcom, Veronica and MacCallum, Judith (2010) \"‘Motivation inAction’ in a Collaborative Primary Classroom: Developing and Sustaining Teacher Motivation,\"Australian Journal of Teacher Education: Vol. 34: Iss. 6, Article 2.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol34/iss6/2](http://ro.ecu.edu.au/ajte/vol34/iss6/2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol34/iss6/2](http://ro.ecu.edu.au/ajte/vol34/iss6/2)  \nAustralia Journal of Teacher Education  \n‘Motivation in Action’ in a Collaborative Primary Classroom: Developing and Sustaining Teacher Motivation  \nVeronica Morcom  \nJudith MacCallum  \nMurdoch University  \nAbstract: This paper examines how the process of scaffolding  \nstudents to solve their social issues developed mature  \nparticipation for both the teacher and students. A  \nsociocultural perspective framed the research as the  \nunderlying assumption is that students learn from each other,  \nmediated by the teacher or more capable peers. The study  \nprovides evidence that teachers play a significant role in  \nmediating positive relationships amongst peers, which in this  \ncase, sustained the teacher’s motivation to engage in the  \nchallenging and at times exhausting process. The teacher used weekly class meetings to negotiate with students how to share‘power’and model democratic decision-making. The ‘bottom  \nup’ approach of this research, links not only to teacher  \nmotivation but contributes to much needed research on how  \nteachers can effectively cater for the diversity of students in  \ntheir class, through their professional learning and  \ndevelopment.  \n‘Motivation in action’ was chosen as the title for this paper because the teacher (first author) used an action research process (Grundy, 1995; Tripp, 1995) as a vehicle to engage in innovative practice and ongoing professional learning. The research was conducted in a metropolitan school in Western Australia. A process of planning, implementing, collecting data and reflecting (Burns, 2005) to respond to students’ social and emotional needs is a cycle that complements the teaching process. The explicit teaching of the social practices ofthe classroom included teaching leadership skills because students scaffolded each other in how to be a leader. These data provided evidence that collaborative practices were becoming well established in the classroom (Morcom & MacCallum, 2007) . Teacher motivation was sustained to continue to develop these skills because the teacher’s professional understandings were developing which enriched the teaching experiences with the students. She was able to meet the complex demands of parents, students and the school administration as well as innovate in her classroom (Morcom, 2005; MacCallum & Morcom, 2008) .  \nTheoretical Perspectives  \nSociocultural theory is historically related to the work of Vygotsky (1978) and provides an account of learning and development as culturally mediated processes, where motivation is not usually separated from learning. A sociocultural perspective was chosen as a theoretical framework for the study because it highlights the social  \nVol 34, 6, December 2009 23  \nAustralia Journal of Teacher Education  \nnature of motivation and classrooms as essentially social environments where learning takes place (Daniels, 2001, Renshaw, 1998). According to researchers taking asociocultural perspective this necessitates use of the activity or event as the unit of analysis (Rogoff, 1995; Vygotsky, 1978; Wertsch, 1998), and thus moves the focus of research away from either the individual or the environment towards the mutuality of the individual and the sociocultural environment. Rogoff (1995) arg","cbCaiuCwrDMrbwxJ","https://ap.wps.com/l/cbCaiuCwrDMrbwxJ","pdf",242615,"English","# Theoretical Perspectives\n## Sociocultural theory and learning motivation\n## Zone of proximal development (ZPD)\n## Participation and mutual interdependence of learning and motivation","[{\"question\":\"How does the study describe the role of teacher scaffolding in student learning?\",\"answer\":\"Scaffolding students to solve social issues supported mature participation for both teacher and students, with learning mediated by the teacher or more capable peers.\"},{\"question\":\"What theoretical framework guided the research?\",\"answer\":\"The research used a sociocultural perspective, linking motivation to learning as culturally mediated processes in social classroom environments.\"},{\"question\":\"How did the teacher sustain motivation while addressing challenging classroom needs?\",\"answer\":\"The teacher used weekly class meetings to negotiate how students share “power” and model democratic decision-making, supported by an action research cycle of planning, implementing, collecting data, and reflecting.\"}]","‘Motivation in Action’ in a Collaborative Primary Classroom - Developing and Sustaining Teacher Motivation | PDF",1792079140,48]