Exploring the Consideration of University Teachers' Basic Psychological Needs in the Design of Professional Development Initiatives

Autor/inn/en	Jaramillo-Baquerizo, Christian; Valcke, Martin; Vanderlinde, Ruben; Aelterman, Nathalie
Titel	Exploring the Consideration of University Teachers' Basic Psychological Needs in the Design of Professional Development Initiatives
Quelle	In: Journal of Higher Education Policy and Management, 43 (2021) 3, S.315-329 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jaramillo-Baquerizo, Christian) ORCID (Valcke, Martin) ORCID (Vanderlinde, Ruben) ORCID (Aelterman, Nathalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2020.1812021
Schlagwörter	College Faculty; Faculty Development; Program Design; Psychological Needs; Professional Autonomy; Teacher Competencies; Interpersonal Relationship; Teacher Motivation; Administrator Attitudes; Student Centered Learning; Foreign Countries; Ecuador + Suchen Sie Ihr Suchwort? Fakultät; Programme design; Programmaufbau; Programmplanung; Berufsfreiheit; Lehrkunst; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland
Abstract	A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher education. Based on semi-structured interviews with 16 Ecuadorian university authorities in charge of professional development, design features that likely satisfy or frustrate university teachers' basic psychological needs for autonomy, competence, and relatedness were identified. Results pointed to a stronger, yet limited focus on the needs for autonomy and competence, when compared to the need of relatedness. These findings are expected to initiate a discussion on guidelines aimed at enhancing the motivation of professional development participants and to respond to calls for design approaches centred on the learner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01