Passionate Pedagogy: Unveiling Urban Physics Teachers' Intrinsic Motivation Landscape

This qualitative study investigated how urban high school physics teachers (40-50 years old) in the Midwest conceptualize intrinsic motivation in designing and implementing instructional solutions. Specifically, the perspectives of four teachers (three males and one female) with teaching experiences ranging from 5-29 years were considered through semi-structured interviews and lesson plan drafts. Thematic analysis using deductive and inductive coding was used to identify key themes related to the conceptualization of intrinsic motivation in the teachers’ instructional processes.

The preliminary findings revealed that teachers candidly acknowledge the stifling impact of transactional and grade-focused activities on intrinsic motivation. Challenges facing educators in implementing motivational strategies included substantial gaps in both pre- and post-lesson planning, underscoring the pivotal role of the student-teacher relationship in sustaining intrinsic motivation. Additionally, participants expressed frustration in promoting intrinsic motivation amid the COVID-19-induced shift to online teaching, citing its negative impact on learners' curiosity. Additional challenges identified ranged from administrative hurdles to limited support and pressing technological concerns. The revealed results underscore a significant gap between theoretical ideals and real-world instructional practices, with the absence of formal intrinsic motivation training emerging as a pivotal contributor to this misalignment.

Beyond exposing critical challenges, this research illuminates effective strategies employed by urban physics educators, strengthening the foundation of pedagogical practices in diverse and challenging educational landscapes. The study contributes substantially to the discourse on intrinsic motivation in secondary physics education, offering implications for instructional design, curriculum planning, and policy-making in the pursuit of enhancing teaching practices and student engagement.



Keywords: Intrinsic Motivation, Urban Physics Education, Theoretical Misalignment, Pedagogical Challenges, Student-Teacher Dynamics.