What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities.

Autor/inn/en	Richter, Dirk; Kleinknecht, Marc; Gröschner, Alexander
Titel	What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities.
Quelle	In: Teaching and teacher education, (2019) 86, Art. 102929, 10 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2019.102929
Schlagwörter	Bildungsforschung; Pädagogische Psychologie; Lehrerbildung; Lehrerfortbildung; Motivation; Fortbildung; Weiterbildung
Abstract	This study investigates what motivates teachers to participate in professional development (PD) and how it relates to the uptake of PD activities. The sample includes more than 4,000 secondary school teachers in mathematics and science from Germany who reported about their PD activities and their motivation for participating in PD. Teachers' motivation was assessed using five constructs, personal interest, occupational promotion, practical enhancement, social contact, and social stimulation. We found that teachers' motivation significantly predicts the uptake of formal PD activities. In particular, we find that teachers' wish for practical enhancement increases the likelihood for attending a course or workshop.
Erfasst von	Externer Selbsteintrag
Update	2020/4