Mathematics Teachers' Motivation to Seek and Engage in Professional Learning

• In Event: 73.037 - Beyond Reading, Writing, and 'Rithmetic: Engaging Content Instruction in the Lives of Teachers

Abstract

Considerable research is available on effective models of teacher professional development (PD). However, PD continues to receive disappointing feedback from teachers (OECD TALIS, 2009). Moreover, research suggests that we know very little about why teachers learn (Goldsmith, Doerr, & Lewis, 2014) - current models do not include motivation as part of teachers’ learning and often do not consider teachers’ learning within their work environments and professional commitments (Opfer & Pedder, 2011). We examined teachers’ learning across individual, community, and policy levels, specifically addressing teachers’ motivation to learn. Seven common themes were identified indicating reasons for why teachers sought and engaged in PD. Specific implications will be shared addressing the work of teacher educators, researchers, and PD developers.

Author

• Aina K. Appova, The Ohio State University