EXPLORING MATHEMATICS TEACHERS’ PERCEPTIONS TO CHANGE: A CASE STUDY
ÖĞRETMENLERİN HİZMETİÇİ EĞİTİME BAKIŞ AÇILARI: ÖRNEK OLAY İNCELEMESİ

Author : Zulfiye ZEYBEK -- Enrique GALİNDO
Number of pages : 670-680

Abstract

This case study investigated teachers’ motivation to attend professional development sessions. In particular, this study explores why teachers engage in professional developments as well as how personal and organizational factors influence teachers’ professional development experiences. Using a qualitative methodology, six teachers from K-6 grade band and their math coach were interviewed at three different schools in a rural Midwestern County in the US. In addition, field observations were conducted. Data were analyzed through there major categories—motivators, professional development activities, and work context. The study concludes that professional development activities form complex inter-relationships with teacher motivation consisting of intrinsic and extrinsic motivators, a range of learning activities, and teacher work context. There is bidirectional interaction between each contributor and professional development.

Keywords

professional development, teacher motivation, work context

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