ABSTRACT

A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher education. Based on semi-structured interviews with 16 Ecuadorian university authorities in charge of professional development, design features that likely satisfy or frustrate university teachers’ basic psychological needs for autonomy, competence, and relatedness were identified. Results pointed to a stronger, yet limited focus on the needs for autonomy and competence, when compared to the need of relatedness. These findings are expected to initiate a discussion on guidelines aimed at enhancing the motivation of professional development participants and to respond to calls for design approaches centred on the learner.

摘要

在专业发展领域中，一个主要的兴趣领域是动机的概念。但是，缺乏解释如何在培训期间增强参与者动机的研究。本研究以自我决定理论为基础，旨在深入了解高等教育专业发展计划的设计方法。基于对16个厄瓜多尔大学主管专业发展的主管机构的半结构化访谈，确定了可能满足或挫败大学教师对自主性，能力和相关性的基本心理需求的设计特征。结果表明，与相关性需求相比，对自治和能力需求的关注更加强烈，但有限。