Araştırma Makalesi
BibTex RIS Kaynak Göster

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

Yıl 2023, Cilt: 40-2 Sayı: 3, 17 - 32, 31.12.2023
https://doi.org/10.52597/buje.1343047

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.

Kaynakça

  • Abrami, P. C., Poulsen, C., & Chambers, B. (2004). Teacher motivation to implement an educational innovation: Factors differentiating users and non-users of cooperative learning. Educational Psychology, 24(2), 201–216. https://doi.org/10.1080/0144341032000160146.
  • Andersson, C., & Palm, T. (2018). Reasons for teachers’ successful development of a formative assessment practice through professional development–a motivation perspective. Assessment in Education: Principles, Policy & Practice, 25(6), 576–597. https://doi.org/10.1080/0969594X.2018.1430685.
  • Bardach, L., & Klassen, R. M. (2021). Teacher motivation and student outcomes: Searching for the signal. Educational Psychologist, 56(4), 283–297. https://doi.org/10.1080/00461520.2021.1991799.
  • Barron, K. E., & Hulleman, C. S. (2015). The expectancy-value-cost model of motivation. In J. D. Wright (Ed.), International encyclopedia of social and behavioral sciences (pp. 503–509). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26099-6.
  • Beymer, P. N., Ponnock, A. R., & Rosenzweig, E. Q. (2022). Teachers’ perceptions of cost: Associations among job satisfaction, attrition intentions, and challenges. The Journal of Experimental Education, 1–22. https://doi.org/10.1080/00220973.2022.2039997.
  • Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 104–158. https://doi.org/10.1016/j.compedu.2021.104158.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa.
  • Bümen, N., & Uslu, Ö. (2020). Adaptation of the expectancy-value-cost for professional development scale into Turkish. Gazi University Journal of Gazi Education Faculty, 40(3), 905–942. https://doi.org/10.17152/gefad.787116.
  • Colognesi, S., Van Nieuwenhoven, C., & Beausaert, S. (2020). Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning. European Journal of Teacher Education, 43(2), 258–276. https://doi.org/10.1080/02619768.2019.1681963
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. Sage Publications.
  • Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140.
  • Dogan, S., Pringle, R., & Mesa, J. (2016). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: A review. Professional Development in Education, 42(4), 569-588. https://doi.org/10.1080/19415257.2015.1065899
  • Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ academic achievement related-beliefs and self-perceptions. Personality and Social Psychology Bulletin, 21(3), 215–225. https://doi.org/10.1177/0146167295213003.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153.
  • Emo, W. (2015). Teachers’ motivations for initiating innovations. Journal of Educational Change, 16(2), 171–195. https://doi.org/10.1007/s10833-015-9243-7.
  • Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002.
  • Gaines, R. E., Osman, D. J., Maddocks, D. L. S., Warner, J. R., Freeman, J. L., & Schallert, D. L. (2019). Teachers’ emotional experiences in professional development: Where they come from and what they can mean. Teaching and Teacher Education, 77, 53–65. https://doi.org/10.1016/j.tate.2018.09.008.
  • Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161–168. https://doi.org/10.1016/j.lindif.2015.01.008.
  • Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. https://doi.org/10.1080/2331186X.2016.1217819.
  • Hashim, A. K., & Carpenter, J. P. (2019). A conceptual framework of teacher motivation for social media use. Teachers College Record, 121(14), 1–18. https://doi.org/10.1177/016146811912101405.
  • Henze, I., Van Driel, J., & Verloop, N. (2009). Experienced science teachers’ learning in the context of educational innovation. Journal of Teacher Education, 60(2), 184–199. https://doi.org/10.1177/0022487108329275.
  • Hodkinson, P., & Hodkinson, H. (2004). The significance of individuals' dispositions in workplace learning: A case study of two teachers. Journal of Education and Work, 17(2), 167–182. https://doi.org/10.1080/13639080410001677383.
  • Hulleman, C. S., Durik, A. O., Schweigert, S. A., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100(2), 398–416. https://psycnet.apa.org/doi/10.1037/0022-0663.100.2.398.
  • Hwang, M. Y., Hong, J. C., & Hao, Y. W. (2018). The value of CK, PK, and PCK in professional development programs predicted by the progressive beliefs of elementary school teachers. European Journal of Teacher Education, 41(4), 448–462. https://doi.org/10.1080/02619768.2018.1471463.
  • Kennedy. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800.
  • Kudo, Y., & Goda, Y. (2020, December). Synchronous distance learning for ımprovement of elementary school teachers’ motivation to teach English. In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 797–802). Japan. https://doi.org/10.1109/TALE48869.2020.9368315.
  • Lai, Y. (2019). Accounting for mathematicians’ priorities in mathematics courses for secondary teachers. The Journal of Mathematical Behavior, 53, 164–178. https://doi.org/10.1016/j.jmathb.2018.08.001.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • Magidin de Kramer, R., Masters, J., O'Dwyer, L. M., Dash, S., & Russell, M. (2012). Relationship of online teacher professional development to seventh-grade teachers' and students' knowledge and practices in English language arts. The Teacher Educator, 47(3), 236–259. https://doi.org/10.1080/08878730.2012.685795.
  • Martin, F., Polly, D., & Rithzaupt, A. D. (2020, September 8). Bichronous online learning: Blending asynchronous and synchronous online learning. Educause Review. https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning
  • Mouza, C., Mead, H., Alkhateeb, B., & Pollock, L. (2022). A virtual professional development program for computer science education during COVID-19. TechTrends, 66, 436–449. https://doi.org/10.1007/s11528-022-00731-y.
  • Muwonge, C. M., Schiefele, U., Ssenyonga, J., & Kibedi, H. (2017). Determinants of persistence among science teacher-trainees: Examining the role of self-efficacy, task value, and academic hope. Journal of Science Teacher Education, 28(6), 522–548. https://doi.org/10.1080/1046560X.2017.1379860.
  • Nalbantoğlu, U. Y., Dogan, S., Korkmaz, Z. S., & Agaclı Dogan, N. (in press). The effects of online professional development on teachers: Perceived barriers to teach online. Journal of Educators Online.
  • Nevenglosky, E. A. (2018). Barriers to effective curriculum implementation [Unpublished doctoral dissertation]. Walden University.
  • Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609.
  • Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064.
  • Palermo, C., & Thomson, M. M. (2019). Large-scale assessment as professional development: Teachers’ motivations, ability beliefs, and values. Teacher Development, 23(2), 192–212. https://doi.org/10.1080/13664530.2018.1536612.
  • Philippakos, Z. A., & Voggt, A. (2021). The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers. Reading and writing, 34(7), 1791–1822. https://doi.org/10.1007/s11145-021-10120-1
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. (2nd ed.). Prentice Hall.
  • Sandholtz, J. H., & Ringstaff, C. (2016). The influence of contextual factors on the sustainability of professional development outcomes. Journal of Science Teacher Education, 27(2), 205–226.https://doi.org/10.1007/s10972-016-9451-x
  • Thomson, M., & Kaufmann, E. (2013). Elementary teachers’ views of their science professional development attendance: An expectancy-value approach. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), 45–58. https://doi.org/10.12973/eurasia.2013.915a.
  • Watt, H., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408–428. https://doi.org/10.1016/j.learninstruc.2008.06.002.
  • Watt, H., & Richardson, P. W. (2015). Teacher motivation. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (pp. 64–71). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26082-0
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
  • Wigfield, A., Tonks, S., & Klauda, S. L. (2009). Expectancy-value theory. In K. R. Wenzel, & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77–104). Routledge.
  • Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1–35. https://doi.org/10.1016/j.dr.2009.12.001.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.
  • Xie, K., Kim, M. K., Cheng, S. L., & Luthy, N. C. (2017). Teacher professional development through digital content evaluation. Educational Technology Research and Development, 65 (4), 1067–1103. https://doi.org/10.1007/s11423-017-9519-0.
  • Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Sage Publications.

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

Yıl 2023, Cilt: 40-2 Sayı: 3, 17 - 32, 31.12.2023
https://doi.org/10.52597/buje.1343047

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.

Kaynakça

  • Abrami, P. C., Poulsen, C., & Chambers, B. (2004). Teacher motivation to implement an educational innovation: Factors differentiating users and non-users of cooperative learning. Educational Psychology, 24(2), 201–216. https://doi.org/10.1080/0144341032000160146.
  • Andersson, C., & Palm, T. (2018). Reasons for teachers’ successful development of a formative assessment practice through professional development–a motivation perspective. Assessment in Education: Principles, Policy & Practice, 25(6), 576–597. https://doi.org/10.1080/0969594X.2018.1430685.
  • Bardach, L., & Klassen, R. M. (2021). Teacher motivation and student outcomes: Searching for the signal. Educational Psychologist, 56(4), 283–297. https://doi.org/10.1080/00461520.2021.1991799.
  • Barron, K. E., & Hulleman, C. S. (2015). The expectancy-value-cost model of motivation. In J. D. Wright (Ed.), International encyclopedia of social and behavioral sciences (pp. 503–509). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26099-6.
  • Beymer, P. N., Ponnock, A. R., & Rosenzweig, E. Q. (2022). Teachers’ perceptions of cost: Associations among job satisfaction, attrition intentions, and challenges. The Journal of Experimental Education, 1–22. https://doi.org/10.1080/00220973.2022.2039997.
  • Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 104–158. https://doi.org/10.1016/j.compedu.2021.104158.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa.
  • Bümen, N., & Uslu, Ö. (2020). Adaptation of the expectancy-value-cost for professional development scale into Turkish. Gazi University Journal of Gazi Education Faculty, 40(3), 905–942. https://doi.org/10.17152/gefad.787116.
  • Colognesi, S., Van Nieuwenhoven, C., & Beausaert, S. (2020). Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning. European Journal of Teacher Education, 43(2), 258–276. https://doi.org/10.1080/02619768.2019.1681963
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. Sage Publications.
  • Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140.
  • Dogan, S., Pringle, R., & Mesa, J. (2016). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: A review. Professional Development in Education, 42(4), 569-588. https://doi.org/10.1080/19415257.2015.1065899
  • Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ academic achievement related-beliefs and self-perceptions. Personality and Social Psychology Bulletin, 21(3), 215–225. https://doi.org/10.1177/0146167295213003.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153.
  • Emo, W. (2015). Teachers’ motivations for initiating innovations. Journal of Educational Change, 16(2), 171–195. https://doi.org/10.1007/s10833-015-9243-7.
  • Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002.
  • Gaines, R. E., Osman, D. J., Maddocks, D. L. S., Warner, J. R., Freeman, J. L., & Schallert, D. L. (2019). Teachers’ emotional experiences in professional development: Where they come from and what they can mean. Teaching and Teacher Education, 77, 53–65. https://doi.org/10.1016/j.tate.2018.09.008.
  • Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161–168. https://doi.org/10.1016/j.lindif.2015.01.008.
  • Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. https://doi.org/10.1080/2331186X.2016.1217819.
  • Hashim, A. K., & Carpenter, J. P. (2019). A conceptual framework of teacher motivation for social media use. Teachers College Record, 121(14), 1–18. https://doi.org/10.1177/016146811912101405.
  • Henze, I., Van Driel, J., & Verloop, N. (2009). Experienced science teachers’ learning in the context of educational innovation. Journal of Teacher Education, 60(2), 184–199. https://doi.org/10.1177/0022487108329275.
  • Hodkinson, P., & Hodkinson, H. (2004). The significance of individuals' dispositions in workplace learning: A case study of two teachers. Journal of Education and Work, 17(2), 167–182. https://doi.org/10.1080/13639080410001677383.
  • Hulleman, C. S., Durik, A. O., Schweigert, S. A., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100(2), 398–416. https://psycnet.apa.org/doi/10.1037/0022-0663.100.2.398.
  • Hwang, M. Y., Hong, J. C., & Hao, Y. W. (2018). The value of CK, PK, and PCK in professional development programs predicted by the progressive beliefs of elementary school teachers. European Journal of Teacher Education, 41(4), 448–462. https://doi.org/10.1080/02619768.2018.1471463.
  • Kennedy. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800.
  • Kudo, Y., & Goda, Y. (2020, December). Synchronous distance learning for ımprovement of elementary school teachers’ motivation to teach English. In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 797–802). Japan. https://doi.org/10.1109/TALE48869.2020.9368315.
  • Lai, Y. (2019). Accounting for mathematicians’ priorities in mathematics courses for secondary teachers. The Journal of Mathematical Behavior, 53, 164–178. https://doi.org/10.1016/j.jmathb.2018.08.001.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • Magidin de Kramer, R., Masters, J., O'Dwyer, L. M., Dash, S., & Russell, M. (2012). Relationship of online teacher professional development to seventh-grade teachers' and students' knowledge and practices in English language arts. The Teacher Educator, 47(3), 236–259. https://doi.org/10.1080/08878730.2012.685795.
  • Martin, F., Polly, D., & Rithzaupt, A. D. (2020, September 8). Bichronous online learning: Blending asynchronous and synchronous online learning. Educause Review. https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning
  • Mouza, C., Mead, H., Alkhateeb, B., & Pollock, L. (2022). A virtual professional development program for computer science education during COVID-19. TechTrends, 66, 436–449. https://doi.org/10.1007/s11528-022-00731-y.
  • Muwonge, C. M., Schiefele, U., Ssenyonga, J., & Kibedi, H. (2017). Determinants of persistence among science teacher-trainees: Examining the role of self-efficacy, task value, and academic hope. Journal of Science Teacher Education, 28(6), 522–548. https://doi.org/10.1080/1046560X.2017.1379860.
  • Nalbantoğlu, U. Y., Dogan, S., Korkmaz, Z. S., & Agaclı Dogan, N. (in press). The effects of online professional development on teachers: Perceived barriers to teach online. Journal of Educators Online.
  • Nevenglosky, E. A. (2018). Barriers to effective curriculum implementation [Unpublished doctoral dissertation]. Walden University.
  • Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609.
  • Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064.
  • Palermo, C., & Thomson, M. M. (2019). Large-scale assessment as professional development: Teachers’ motivations, ability beliefs, and values. Teacher Development, 23(2), 192–212. https://doi.org/10.1080/13664530.2018.1536612.
  • Philippakos, Z. A., & Voggt, A. (2021). The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers. Reading and writing, 34(7), 1791–1822. https://doi.org/10.1007/s11145-021-10120-1
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. (2nd ed.). Prentice Hall.
  • Sandholtz, J. H., & Ringstaff, C. (2016). The influence of contextual factors on the sustainability of professional development outcomes. Journal of Science Teacher Education, 27(2), 205–226.https://doi.org/10.1007/s10972-016-9451-x
  • Thomson, M., & Kaufmann, E. (2013). Elementary teachers’ views of their science professional development attendance: An expectancy-value approach. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), 45–58. https://doi.org/10.12973/eurasia.2013.915a.
  • Watt, H., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408–428. https://doi.org/10.1016/j.learninstruc.2008.06.002.
  • Watt, H., & Richardson, P. W. (2015). Teacher motivation. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (pp. 64–71). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26082-0
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
  • Wigfield, A., Tonks, S., & Klauda, S. L. (2009). Expectancy-value theory. In K. R. Wenzel, & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77–104). Routledge.
  • Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1–35. https://doi.org/10.1016/j.dr.2009.12.001.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.
  • Xie, K., Kim, M. K., Cheng, S. L., & Luthy, N. C. (2017). Teacher professional development through digital content evaluation. Educational Technology Research and Development, 65 (4), 1067–1103. https://doi.org/10.1007/s11423-017-9519-0.
  • Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Sage Publications.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Psikolojisi
Bölüm Özgün Çalışma
Yazarlar

Gamze Alp 0000-0002-8406-7987

Selçuk Doğan 0000-0002-0527-8453

Ümran Yazıcılar Nalbantoğlu 0000-0002-5535-9075

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

Yayımlanma Tarihi 31 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 40-2 Sayı: 3

Kaynak Göster

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