Math and Science Partnership - Motivation Assessment Program II (MSP-MAP II) Teacher Motivation in Professional Development

密歇根大学和加州大学欧文分校的研究人员在数学与科学伙伴关系（MSP）计划的合作项目的支持下，正在研究教师动机在专业发展（PD）中的作用。数学与科学伙伴关系-动力评估计划II （MSP- map II）建立在以下基础之上：(a)在前期工作中发展的能力；(b)目前与两个MSP项目的伙伴关系：TEAM-Math（阿拉巴马州）和TASEL-M（加利福尼亚州）；以及(c)发展新的合作关系，最值得注意的是与乔治亚州的科学与数学改革伙伴关系。鉴于MSP项目在提高教师内容知识和教学内容知识以及学生对数学和科学的熟练程度方面取得了成功，MSP- map II项目回答了一项基本需求，即检查教师动机和参与教师PD的影响。虽然在PD计划中经常提到动机问题（例如，参与激励或教师信心），但教师PD中的动机过程仍然是教师培训干预措施的一个未充分研究的组成部分，特别是在MSP干预措施中。认识到教师动机在PD过程中的重要性是在重新关注教师动机的时候出现的，但当前工作的区别在于它对当代动机理论和研究的全面应用。本研究提供了一系列与数学和科学教学中PD过程相关的构建和评估工具，以及对MSP项目中教师PD干预的形成性和总结性评估。MSP-MAP II系统地将当前关于教师动机的工作应用于教师PD领域，其目标如下：(1)建立与教师PD过程相关的动机理论、研究和评估知识库；(2)为MSP项目开发并提供一套与动机相关的可靠有效的评估工具，用于形成性和总结性评估；(3)与MSP项目合作，测试和完善提出的教师PD动机模型；(4)促进将模型和动机相关的PD评估工具纳入现有和未来的MSP逻辑模型和评估设计；(5)向更广泛的教学和研究界推广PD模型和评估工具。MSP-MAP II通过调查2000多名处于PD不同阶段的教师来实现其目标。通过对PD中教师动机的系统研究，MSP-MAP II正在为越来越多的关于教师动机的理论和实证文献做出贡献，特别是在期望值、成就目标和兴趣理论方面。

Investigators from the University of Michigan and the University of California - Irvine, in support of partnership projects of the Math and Science Partnership (MSP) program, are conducting research on the role of teacher motivation in professional development (PD). The Math and Science Partnership - Motivation Assessment Program II (MSP-MAP II) is building on (a) capacity developed during prior work, (b) current partnerships with two MSP projects, TEAM-Math (Alabama) and TASEL-M (California), and (c) the development of new collaborations, most notably with the Georgia-based Partnership for Reform in Science and Mathematics. Whereas the MSP program has demonstrated success in improving teacher content knowledge and pedagogical content knowledge, as well as student proficiency in mathematics and science, the MSP-MAP II project answers a fundamental need to examine the influence of teacher motivation for and engagement in teacher PD. While motivational concerns are often alluded to in PD programs (e.g., participation incentives or teacher confidence), the motivational processes in teacher PD remains an understudied component of teacher training interventions in general, and in MSP interventions in particular. Recognition of the importance of teacher motivation in the PD process arises at a time of renewed focus on teacher motivation, but what distinguishes current work is its comprehensive application of contemporary motivation theory and research. This research offers a range of constructs and assessment tools that are relevant to the process of PD in mathematics and science instruction, and to the formative and summative evaluation of teacher PD interventions in the MSP program. MSP-MAP II is systematically applying current work on teacher motivation to the domain of teacher PD with the following goals: (1) developing a knowledge base of motivation theory, research and assessment that is relevant for the PD process; (2) developing and making available a suite of motivation-related reliable and valid assessment tools for MSP projects to use for formative and summative evaluation; (3) collaborating with MSP projects to test and refine the proposed model of motivation in teacher PD; (4) facilitating the incorporation of the model and motivation-related PD assessment tools into existing and future MSP logic models and evaluation designs; and (5) disseminating the PD model and assessment tools to the broader teaching and research communities. MSP-MAP II is accomplishing its goals by surveying more than 2,000 teachers at various stages of PD. Through its systematic study of teacher motivation in PD, MSP-MAP II is contributing to the growing theoretical and empirical literature on teacher motivation, particularly in regard to expectancy-value, achievement goals and interest theories.