ABSTRACT Research has identified characteristics of professional development programmes (PDPs) that are important for accomplishing change in teachers’ practice and student achievement. However, these characteristics do not predict and guarantee the outcomes of a specific PDP. In the present study the authors investigated whether the expectancy-value theory of achievement motivation can be used to explain teachers’ change of practice. Through teacher interviews and questionnaires the authors investigated why randomly selected year-7 teachers, after participating in a PDP on formative assessment, changed their practice in ways identified in an earlier study, and why these changes differed from those of year-4 teachers participating in a similar PDP. The results show that expectancy-value theory can be used to explain both the schoolyear-7 teachers’ changes in practice, and why the PDP for the year-7 teachers produced different outcomes in teacher practice than the parallel PDP, with the same general design features, did for the year-4 teachers.

中文翻译：

---

期望值理论作为专业发展计划对教师实践形成性评估的影响的解释理论

摘要研究已经确定了专业发展计划（PDP）的特征，这些特征对于实现教师实践和学生成就的改变非常重要。但是，这些特征不能预测并保证特定PDP的结果。在本研究中，作者研究了成就动机的期望值理论是否可以用来解释教师实践的改变。通过教师访谈和问卷调查，作者调查了为什么随机选择了七年级教师，参加了形成性评估的PDP后，以早期研究中确定的方式改变了他们的做法，以及为什么这些改变与参加四年级的教师不同。类似的PDP。