Motivation and collaboration: The keys to a developmental framework for teachers' professional learning. (October 2017)

• Record Type: Journal Article
• Authors: Durksen, Tracy L.; Klassen, Robert M.; Daniels, Lia M.
• Is Part Of: Teaching and teacher education. Volume 67(2017)
• Page Start: 53
• Page End: 66
• Publication Date: 2017-10
• Subjects: Teacher motivation -- Professional learning -- Teacher development -- Teacher engagement -- Teacher self-efficacy -- Collective efficacy; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2017.05.011
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: The current study contributes to the growing body of empirical research on the connection between motivation and teachers' learning across professional life phases. With data from 253 practicing teachers, we tested hypothesized relationships through structural equation modelling in order to answer the question: How do practicing teachers' efficacy beliefs and engagement influence their professional learning beliefs? Results highlight the positive relationship between motivational constructs and professional learning – specifically, when learning is collaborative. Conclusions include implications for future research and a proposed integrative theoretical and developmental framework for understanding teachers' motivation and professional learning. Highlights: Teachers' motivational beliefs and professional learning are positively related. Time and space to think is the most important reason for professional learning. The most important types of professional learning involve collaboration. We propose a research framework for teachers' motivation and professional learning.