LAUSR

This study examined how the beliefs and expectations of rural secondary education teachers, their students and the difficulty of motivation influence their strategic classroom and their interpersonal motivating practice. In this philosophical essay suggests that a more detailed analytical approach is required to address the dilemmas in the work of teachers. The conceptual framework of dilemmatic area (DA) in educational environments and claim that it is important to explain and expand the comprehension of the problems of teachers ‘everyday experiences to incorporate and analytically use the conceptual framework in an educational context. The concept of a dilemmatic area thus gives a more complicated interpretation of dilemmas and their place and relationships. This research focuses on the profiles of the professional identification pressures of the teachers surrounding their shifting position from the pupil to the instructor, pupil care and teaching guidance. Teachers are always considered ‘professional ‘and autonomous, both in their choice of teaching methods and in their choice of curriculum content (subject to compliance with specific guidelines at the national and local level). The research is empirical and as such is based on two fundamental dimensions: -to obtain a sound theoretical understanding and the means to deal with and to develop the knowledge that can be gained through interviews with teachers, school leaders, and other significant players. The analysis includes: There has been a serious effort to examine problems of behavior concerning the specific theoretical frameworks provided in contemporary literature. These findings show consequences for the development of rural teacher education and professional development for teachers.