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Reconsidering Professional Development and Its Impact on Teacher Learning : = An Examination of Teacher Motivation in a Self-Directed Model of Teacher Professional Development.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Reconsidering Professional Development and Its Impact on Teacher Learning :/
其他題名:	An Examination of Teacher Motivation in a Self-Directed Model of Teacher Professional Development.
作者:	Walker, Douglas M.
面頁冊數:	1 online resource (217 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9798819387320

Reconsidering Professional Development and Its Impact on Teacher Learning : = An Examination of Teacher Motivation in a Self-Directed Model of Teacher Professional Development.
Walker, Douglas M.

Reconsidering Professional Development and Its Impact on Teacher Learning :An Examination of Teacher Motivation in a Self-Directed Model of Teacher Professional Development. - 1 online resource (217 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ph.D.)--Montclair State University, 2022.

Includes bibliographical references

The purpose of this study is to understand teacher perceptions of a self-directed professional learning model named Go Time. I examined the factors that influenced teacher learning and motivation to sustain learning in this model. This study contributes to the research on teacher professional development by examining a model that is self-directed and rooted in reflective practice. The study utilized a basic qualitative design in which 10 participants from a single school district participated in two rounds of semi-structured interviews. The purpose of the data collection was to understand teacher's prior perceptions of professional development and their more current perceptions of the self-directed professional development initiative they are taking part in called Go Time. Specifically, what factors did teachers report within the Go Time model that influenced their learning and motivation to learn? The theoretical frame that guides this study is Self-Determination Theory. This theory recognizes how the feelings of autonomy, competence, and relatedness contribute to an individual's motivation to engage in an activity. The findings from this study indicate that the factors that influenced teacher motivation to learn were: relevance, professional trust, opportunities for reflective practice, an environment supportive of learning, and relatedness through personal learning networks. The findings of this study suggests that the design of this self-directed model of professional development, which provides teachers with autonomy to select their learning goals and activities, positively influences motivation to engage in learning.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798819387320Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

Professional developmentIndex Terms--Genre/Form:

554714
Electronic books.

Reconsidering Professional Development and Its Impact on Teacher Learning : = An Examination of Teacher Motivation in a Self-Directed Model of Teacher Professional Development.
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