What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities
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In: Teaching and Teacher Education, Vol. 86, 102929, 01.11.2019.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -