Çevrimiçi Bir Mesleki Gelişim Sonrasında Öğretmenlerin Uygulama Motivasyonlarının Beklenti-Değer-Maliyet Teorisini Kullanarak Keşfedilmesi

Year 2023, , 17 - 32, 31.12.2023

Gamze Alp , Selçuk Doğan , Ümran Yazıcılar Nalbantoğlu , Nihan Ağaçlı Doğan

https://doi.org/10.52597/buje.1343047

Abstract

Bu vaka çalışması, yedi haftalık çevrimiçi mesleki gelişim (MG) sonrasında öğretmenlerin bir öğretim tasarımı modelini (Tasarımla Anlama, TA) uygulamaya yönelik motivasyonlarındaki değişimleri araştırmıştır. Veriler bir motivasyon ölçeği ile biçimlendirici ve özetleyici yansıtma formları aracılığıyla toplanmıştır. Nicel bulgulara göre, öğretmenler yüksek görev değerine sahiptir ancak başarı beklentileri farklılık göstermektedir. Nitel bulgular, şüphe duyulan yetenek inançlarının ardında iki önemli algılanan bedel ortaya çıkarmıştır: İlk olarak, öğretmenler TA'nın unsurlarını yoğun ve kafa karıştırıcı buldukları merkezi ulusal müfredatla bütünleştirmede zorlandıklarını ifade etmişlerdir. İkinci olarak, MG programlarından sonra iş başında desteğin olmayışı öğretmenlerin başarı beklentilerini olumsuz etkilemiştir. Bu çalışma, öğretmenlerin başarı beklentilerini ve görev değerlerini MG programları öncesinde, sırasında ve sonrasında dikkate almanın önemini vurgulayarak, öğretmenlerin motivasyonunu ve yeni öğrenilenleri sınıflarında başarılı bir şekilde uygulamaları için özel destek ve faaliyetlere duyulan ihtiyacı ortaya koymaktadır.

Keywords

Beklenti-değer-maliyet teorisi, çevrimiçi öğrenme, mesleki gelişim, öğretmen motivasyonu, Tasarımla Anlama

Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theory

Abstract

This case study investigated the variations in teacher motivation to implement an instructional design model (Understanding by Design, UbD) after a seven-week online professional development (PD). Data were collected through a motivation scale and formative and summative reflection forms. Based on the quantitative results, teachers had high task value but differed in terms of their expectancy of success. Our qualitative findings produced two significant perceived costs behind doubted ability beliefs: First, teachers expressed difficulties in integrating the elements of the UbD into the centralised national curriculum, which they found to be intensive and confusing. Second, the lack of on-the-job support after PD programs negatively impacted teachers' expectancy of success. This study emphasises the importance of considering teachers' expectancy of success and task value before, during, and after PD programs, highlighting the need for tailored support and activities to enhance teachers' motivation and successful implementation of new learning in their classrooms.

Keywords

Expectancy-value-cost theory, online learning, professional development, teachers’ motivation, Understanding by Design

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