Teacher engagement in professional learning: What makes the difference to teacher practice?
Description
Certain characteristics of teacher professional learning opportunities are known to promote engagement by teachers; however, the successful translation of new knowledge into inclusive teaching practice remains challenging. A greater understanding of teacher motivation for engagement with professional learning opportunities may assist in understanding why particular opportunities result in changes in teacher practices. Within the co-design process of an online professional learning platform, nine teachers described professional learning opportunities which had led to changes in individual or school-wide teaching practices. Thematic analysis of the transcripts revealed a complex interaction between themes which were conceptualised as external or internal to the individual teachers. However, engagement in professional learning opportunities that led to practice change was strongly mediated by teacher perceptions of the credibility and authenticity of both the content and the person delivering the content. The meta-theme of credibility and authenticity is considered in terms of teacher motivation and engagement.
Impact and interest:
Citation counts are sourced monthly from Scopus and Web of Science® citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.
| ID Code: | 202339 | ||||||
|---|---|---|---|---|---|---|---|
| Item Type: | Contribution to Journal (Journal Article) | ||||||
| Refereed: | Yes | ||||||
| ORCID iD: |
|
||||||
| Measurements or Duration: | 14 pages | ||||||
| Keywords: | authenticity, credibility, professional development, professional learning, teacher practice | ||||||
| DOI: | 10.1080/0158037X.2020.1781611 | ||||||
| ISSN: | 0158-037X | ||||||
| Pure ID: | 63731009 | ||||||
| Divisions: | Current > Research Centres > Design Lab Current > Research Centres > Centre for Inclusive Education Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Current > Schools > School of Creative Practice Current > Schools > School of Early Childhood & Inclusive Education |
||||||
| Funding Information: | The authors acknowledge the financial support of the Cooperative Research Centre for Living with Autism (Autism CRC), established and supported under the Australian Government’s Cooperative Research Centres Programme. | ||||||
| Copyright Owner: | 2020 Informa UK Limited, trading as Taylor and Francis Group | ||||||
| Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||||
| Deposited On: | 22 Jul 2020 01:12 | ||||||
| Last Modified: | 15 Jul 2024 15:52 |
Export: EndNote | Dublin Core | BibTeX
Repository Staff Only: item control page
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)