What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?

Autor/inn/en	McCourt, Jill S.; Andrews, Tessa C.; Knight, Jennifer K.; Merrill, John E.; Nehm, Ross H.; Pelletreau, Karen N.; Prevost, Luanna B.; Smith, Michelle K.; Urban-Lurain, Mark; Lemons, Paula P.
Titel	What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?
Quelle	In: CBE - Life Sciences Education, 16 (2017) 3, Artikel 54 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.16-08-0241
Schlagwörter	Science Teachers; Science Instruction; Biology; College Faculty; Faculty Development; Semi Structured Interviews; Qualitative Research; Teacher Persistence; Motivation; Teacher Collaboration; Group Dynamics; Longitudinal Studies; Online Surveys; Meetings; Program Effectiveness; Administrator Role; Higher Education; Questioning Techniques; Teaching Methods; Expectation + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Fakultät; Qualitative Forschung; psychologische; Motivation (psychologisch); Lehrerkooperation; Gruppendynamik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Meeting; Tagung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Expectancy; Erwartung
Abstract	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. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01