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Enhancing Teacher Motivation for Professional Development: Scales to Measure Teachers' Beliefs about Motivation-Related Features and Outcomes of Prospective, Concurrent, and Post-PD Interventions

Abstract

"Most teachers participate in some form of professional development (PD) either voluntarily or contractually. The impact of PD depends on whether teachers are motivated and engaged in those experiences. The more PD is considered interesting, useful, and important, the more likely teachers will absorb new ideas, approaches, and skills and apply them to the benefit of their students. The program of research and development described here (a) identified the features of PD interventions that are related to teachers motivation to participate and be engaged in PD and (b) constructed a series of scales to assess the extent that PD programs include those features. This report presents results of that effort for Math and Science Partnership programs with PD components."