ABSTRACT

Certain characteristics of teacher professional learning opportunities are known to promote engagement by teachers; however, the successful translation of new knowledge into inclusive teaching practice remains challenging. A greater understanding of teacher motivation for engagement with professional learning opportunities may assist in understanding why particular opportunities result in changes in teacher practices. Within the co-design process of an online professional learning platform, nine teachers described professional learning opportunities which had led to changes in individual or school-wide teaching practices. Thematic analysis of the transcripts revealed a complex interaction between themes which were conceptualised as external or internal to the individual teachers. However, engagement in professional learning opportunities that led to practice change was strongly mediated by teacher perceptions of the credibility and authenticity of both the content and the person delivering the content. The meta-theme of credibility and authenticity is considered in terms of teacher motivation and engagement.

摘要

众所周知，教师专业学习机会的某些特征可以促进教师的参与；然而，将新知识成功转化为包容性教学实践仍然具有挑战性。更好地理解教师参与专业学习机会的动机可能有助于理解为什么特定机会会导致教师实践发生变化。在一个在线专业学习平台的共同设计过程中，九位教师描述了导致个人或全校教学实践发生变化的专业学习机会。对成绩单的主题分析揭示了主题之间复杂的相互作用，这些主题被概念化为个别教师的外部或内部。然而，教师对内容和提供内容的人的可信度和真实性的看法在很大程度上介导了参与导致实践改变的专业学习机会。元主题可信度和真实性是根据教师的积极性和参与度来考虑的。