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

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

doi:10.52597/buje.1343047

TR EN

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

Öz

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.

Anahtar Kelimeler

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Psikolojisi

Bölüm

Araştırma Makalesi

Yazarlar

Gamze Alp ^*
0000-0002-8406-7987
Türkiye

Selçuk Doğan
0000-0002-0527-8453
United States

Ümran Yazıcılar Nalbantoğlu
0000-0002-5535-9075
Germany

Nihan Ağaçlı Doğan Bu kişi benim
0000-0003-2000-4183
United States

Yayımlanma Tarihi

31 Aralık 2023

Gönderilme Tarihi

14 Ağustos 2023

Kabul Tarihi

30 Kasım 2023

Yayımlandığı Sayı

Yıl 2023 Cilt: 40-2 Sayı: 3

DOI

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

IZ

https://izlik.org/JA46HE62ES

APA

Alp, G., Doğan, S., Yazıcılar Nalbantoğlu, Ü., & Ağaçlı Doğan, N. (2023). Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theory. Bogazici University Journal of Education, 40-2(3), 17-32. https://doi.org/10.52597/buje.1343047

AMA

1.Alp G, Doğan S, Yazıcılar Nalbantoğlu Ü, Ağaçlı Doğan N. Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theory. BUJE. 2023;40-2(3):17-32. doi:10.52597/buje.1343047

Chicago

Alp, Gamze, Selçuk Doğan, Ümran Yazıcılar Nalbantoğlu, ve Nihan Ağaçlı Doğan. 2023. “Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theory”. Bogazici University Journal of Education 40-2 (3): 17-32. https://doi.org/10.52597/buje.1343047.

EndNote

Alp G, Doğan S, Yazıcılar Nalbantoğlu Ü, Ağaçlı Doğan N (01 Aralık 2023) Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theory. Bogazici University Journal of Education 40-2 3 17–32.

IEEE

[1]G. Alp, S. Doğan, Ü. Yazıcılar Nalbantoğlu, ve N. Ağaçlı Doğan, “Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theory”, BUJE, c. 40-2, sy 3, ss. 17–32, Ara. 2023, doi: 10.52597/buje.1343047.

ISNAD

Alp, Gamze - Doğan, Selçuk - Yazıcılar Nalbantoğlu, Ümran - Ağaçlı Doğan, Nihan. “Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theory”. Bogazici University Journal of Education 40-2/3 (01 Aralık 2023): 17-32. https://doi.org/10.52597/buje.1343047.

JAMA

1.Alp G, Doğan S, Yazıcılar Nalbantoğlu Ü, Ağaçlı Doğan N. Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theory. BUJE. 2023;40-2:17–32.

MLA

Alp, Gamze, vd. “Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theory”. Bogazici University Journal of Education, c. 40-2, sy 3, Aralık 2023, ss. 17-32, doi:10.52597/buje.1343047.

Vancouver

1.Gamze Alp, Selçuk Doğan, Ümran Yazıcılar Nalbantoğlu, Nihan Ağaçlı Doğan. Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theory. BUJE. 01 Aralık 2023;40-2(3):17-32. doi:10.52597/buje.1343047

Cited By

Teachers' expectancy-value-cost profiles in professional development to support students’ self-regulated learning

Teaching and Teacher Education

https://doi.org/10.1016/j.tate.2026.105518

Aksi belirtilmedikçe bu sitedeki tüm içerik Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY 4.0) kapsamında lisanslanmıştır.

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

Öz

Anahtar Kelimeler

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

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

Teachers' expectancy-value-cost profiles in professional development to support students’ self-regulated learning