Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning
ARTICLE
Tracy L. Durksen, School of Education, Australia ; Robert M. Klassen, Department of Education, United Kingdom ; Lia M. Daniels, Department of Educational Psychology, Canada
TATE Volume 67, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
The current study contributes to the growing body of empirical research on the connection between motivation and teachers' learning across professional life phases. With data from 253 practicing teachers, we tested hypothesized relationships through structural equation modelling in order to answer the question: How do practicing teachers' efficacy beliefs and engagement influence their professional learning beliefs? Results highlight the positive relationship between motivational constructs and professional learning – specifically, when learning is collaborative. Conclusions include implications for future research and a proposed integrative theoretical and developmental framework for understanding teachers’ motivation and professional learning.
Citation
Durksen, T.L., Klassen, R.M. & Daniels, L.M. (2017). Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning. Teaching and Teacher Education: An International Journal of Research and Studies, 67(1), 53-66. Elsevier Ltd. Retrieved August 10, 2024 from https://www.learntechlib.org/p/202037/.
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Teaching and Teacher Education: An International Journal of Research and Studies
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Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.