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

Dirk Richter; Marc Kleinknecht; Alexander Gröschner

doi:10.1016/j.tate.2019.102929

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

Dirk Richter^*
, Marc Kleinknecht
, Alexander Gröschner

^*Korrespondierende/r Autor/-in für diese Arbeit

Professur für Schulpädagogik und Schulentwicklung

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › Begutachtung

53 Zitate (Scopus)

Abstract

Highlights

• Teachers' reasons to attend professional development can be measured reliably with a standardized survey instrument.
• All motivational constructs correlate positively with each other at a low to medium level.
• Teachers' motivations for professional development predict the uptake of professional development activities.
• The wish for practical enhancement significantly predicted the uptake of a formal PD activity.
• The relationship between teachers' motivation and the uptake of courses varies by content area.

Originalsprache	Englisch
Aufsatznummer	102929
Zeitschrift	Teaching and Teacher Education
Jahrgang	86
ISSN	0742-051X
DOIs	https://doi.org/10.1016/j.tate.2019.102929
Publikationsstatus	Erschienen - 01.11.2019

Fachgebiete und Schlagwörter

Erziehungswissenschaften

ASJC Scopus Sachgebiete

Ausbildung bzw. Denomination

Zugriff auf Dokument

10.1016/j.tate.2019.102929

Dieses zitieren

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What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities. / Richter, Dirk; Kleinknecht, Marc; Gröschner, Alexander.
in: Teaching and Teacher Education, Jahrgang 86, 102929, 01.11.2019.

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › Begutachtung

TY - JOUR

T1 - What motivates teachers to participate in professional development?

T2 - An empirical investigation of motivational orientations and the uptake of formal learning opportunities

AU - Richter, Dirk

AU - Kleinknecht, Marc

AU - Gröschner, Alexander

PY - 2019/11/1

Y1 - 2019/11/1

N2 - Highlights • Teachers' reasons to attend professional development can be measured reliably with a standardized survey instrument. • All motivational constructs correlate positively with each other at a low to medium level. • Teachers' motivations for professional development predict the uptake of professional development activities. • The wish for practical enhancement significantly predicted the uptake of a formal PD activity. • The relationship between teachers' motivation and the uptake of courses varies by content area.

AB - Highlights • Teachers' reasons to attend professional development can be measured reliably with a standardized survey instrument. • All motivational constructs correlate positively with each other at a low to medium level. • Teachers' motivations for professional development predict the uptake of professional development activities. • The wish for practical enhancement significantly predicted the uptake of a formal PD activity. • The relationship between teachers' motivation and the uptake of courses varies by content area.

KW - Educational science

UR - https://www.scopus.com/pages/publications/85072582849

U2 - 10.1016/j.tate.2019.102929

DO - 10.1016/j.tate.2019.102929

M3 - Journal articles

AN - SCOPUS:85072582849

SN - 0742-051X

VL - 86

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 102929