What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?
What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?
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DOI：
10.1187/cbe.16-08-0241
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Lemons PP
中科院分区：
文献类型：
--
作者：
McCourt JS;Andrews TC;Knight JK;Merrill JE;Nehm RH;Pelletreau KN;Prevost LB;Smith MK;Urban-Lurain M;Lemons PP
本质性研究以期望价值理论探讨大学生物教师参与并持续从事二年半教学专业发展之动机。我们对19名生物学教师进行了一项研究，这些教师参加了六所研究密集型大学的小型本地团体，这些大学与自动分析建构反应（AACR）项目（www.msu.edu/tagaacr）有关。我们的目的是揭示参与者的动机，坚持在一个长期的教学专业发展的努力，一个主题是欠研究的学科为基础的教育研究。我们在2年的时间里采访了每个参与者两次，并对数据进行了定性分析，使用期望值理论作为考虑动机的框架。我们的分析表明，教师的动机是高，由于他们的享受AACR组。高水平的动机是进一步解释的事实，AACR组促进教师参与更大的AACR项目。我们还发现，组动态鼓励持久性;教师认为他们可能永远不会与同事谈论教学AACR组的情况下，和组被认为有足够低的时间要求，以保证持续参与。我们的结论是，教师坚持在AACR组，因为该集团提供了巨大的价值与有限的成本。这里描述的教师经验的表征可以有助于更好地了解教师在教学专业发展的需求。
This qualitative study uses expectancy-value theory to explore the motivation for college biology instructors to participate and persist in teaching professional development for 2.5 years. We conducted a study of 19 biology instructors participating in small, local groups at six research-intensive universities connected to the Automated Analysis of Constructed Response (AACR) project (www.msu.edu/∼aacr). Our aim was to uncover participants’ motivation to persist in a long-term teaching professional development effort, a topic that is understudied in discipline-based educational research. We interviewed each participant twice over a 2-year period and conducted qualitative analyses on the data, using expectancy-value theory as a framework for considering motivation. Our analyses revealed that motivation among instructors was high due to their enjoyment of the AACR groups. The high level of motivation is further explained by the fact that AACR groups facilitated instructor involvement with the larger AACR project. We also found that group dynamics encouraged persistence; instructors thought they might never talk with colleagues about teaching in the absence of AACR groups; and groups were perceived to have a low-enough time requirement to warrant sustained involvement. We conclude that instructors have persisted in AACR groups because the groups provided great value with limited cost. The characterization of instructor experiences described here can contribute to a better understanding of faculty needs in teaching professional development.
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影响因子：
3.7
作者：
Andrews, T. M.;Leonard, M. J.;Kalinowski, S. T.
通讯作者：
Kalinowski, S. T.
影响因子：
3.7
作者：
Andrews, Tessa C.;Lemons, Paula P.
通讯作者：
Lemons, Paula P.
影响因子：
2.2
作者：
BAKER, PJ;ZEYFERRELL, M
通讯作者：
ZEYFERRELL, M
影响因子：
5.4
作者：
ATKINSON, JW
通讯作者：
ATKINSON, JW
影响因子：
2.3
作者：
Davidovitch, Nitza;Soen, Dan
通讯作者：
Soen, Dan