The important question of pedagogy and positive psychology in the 21st-century is
how to facilitate educators in becoming professionals with successful self-concepts,
capable of supporting and inspiring their students, coping with stress and burnout,
and facing the challenges of their careers with autonomous, resilient strategies.
Therefore, the main topic of the questionnaire conducted by Károli Gáspár University
of the Reformed Church in Hungary is teacher motivation and coaching. This paper discusses
a specific aspect of the theoretical and methodological background provided by the
literature sources for compiling the questionnaire. Our current analysis encompasses
McClelland’s “Theory of Human Motives”, Bateson’s Logical Levels of Learning, and
Dilts’ NeuroLogical Levels of Change. Central to our exploration is the significance
of reflection in teacher learning, leading to an analysis of Korthagen’s frameworks,
such as ALACT, the Onion Model, and the Core Reflection model. Simons and Ruijters’
Model of Professional Learner Identity illuminates the relationship between learning
and professionalism in teaching, accentuating the importance of lifelong learning.
Ultimately, our endeavour is to comprehend the intricacies of motivating teacher learning
by synthesizing insights from various theories, models, and coaching tools to nurture
proficient and inspired professional teacher learners.
