Motivating Change: Meeting Teachers' Basic Needs in Science Professional Development

• In Event: Improving While Working: Developing In-Service Mathematics and Science Teachers

Abstract

Teacher professional development (PD) is an important component of supporting teachers in developing science content and pedagogical skills aligned with science education reforms. In this qualitative study, we examine the ways that PD providers facilitate elementary teachers’ professional learning with a focus on strategies that support teacher motivation. We draw from self-determination theory (SDT) to examine PD facilitator moves that directly address teachers’ sense of competence, relatedness, and autonomy; three basic needs that underlie intrinsic motivation. Findings highlight a range of strategies PD facilitators used to encourage motivation and meet basic needs, including positioning teachers as knowledgeable contributors to the learning community, creating space for individual and collaborative sensemaking, directly addressing teachers’ classroom context, and providing meaningful rationale for tasks.

Authors

• Brit Toven-Lindsey, California State University - East Bay

• Christine Lee Bae, Virginia Commonwealth University

• Kathryn N. Hayes, California State University - East Bay

• Dawn M. O'Connor, Alameda County Office of Education