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

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Standard

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 ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Harvard

APA

Vancouver

Bibtex

@article{2aa99299451842b2a99c67c2e099278e,
title = "What motivates teachers to participate in professional development?: An empirical investigation of motivational orientations and the uptake of formal learning opportunities",
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.",
keywords = "Educational science",
author = "Dirk Richter and Marc Kleinknecht and Alexander Gr{\"o}schner",
year = "2019",
month = nov,
day = "1",
doi = "10.1016/j.tate.2019.102929",
language = "English",
volume = "86",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Pergamon Press",

}

RIS

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 - http://www.scopus.com/inward/record.url?scp=85072582849&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2019.102929

DO - 10.1016/j.tate.2019.102929

M3 - Journal articles

AN - SCOPUS:85072582849

VL - 86

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

M1 - 102929

ER -

DOI