Educators' Motivation for Continuing Professional Learning
Professionals' learning and motivation is regarded as social, situated and constructed. For successful implementation of new professional learning, consideration of both person and context is needed. Individual motivational beliefs regarding activities are, for example, inseparable from and mut...
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| Format: | Journal Article |
| Published: |
Issues in Educational Research (Print)
2009
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| Online Access: | http://www.iier.org.au/iier19/beltman.pdf http://hdl.handle.net/20.500.11937/15090 |
| _version_ | 1848748800202506240 |
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| author | Beltman, Susan |
| author_facet | Beltman, Susan |
| author_sort | Beltman, Susan |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Professionals' learning and motivation is regarded as social, situated and constructed. For successful implementation of new professional learning, consideration of both person and context is needed. Individual motivational beliefs regarding activities are, for example, inseparable from and mutually shaped by the social context in which these activities are situated. This paper reports a mixed methods study examining the relevance, effectiveness and implementation of a professional learning program, as perceived by 68 Australian educators. Participants reported enhanced personal development and valued the course, but workplace demands and limited structured support were constraints on implementation. Methodological issues associated with research in authentic professional learning settings are discussed. The study confirms the significance of exploring personal and contextual factors to gain a holistic understanding of professional learning initiatives, and to maximise their actual implementation in practice. |
| first_indexed | 2025-11-14T07:10:48Z |
| format | Journal Article |
| id | curtin-20.500.11937-15090 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:10:48Z |
| publishDate | 2009 |
| publisher | Issues in Educational Research (Print) |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-150902017-01-30T11:47:50Z Educators' Motivation for Continuing Professional Learning Beltman, Susan Professionals' learning and motivation is regarded as social, situated and constructed. For successful implementation of new professional learning, consideration of both person and context is needed. Individual motivational beliefs regarding activities are, for example, inseparable from and mutually shaped by the social context in which these activities are situated. This paper reports a mixed methods study examining the relevance, effectiveness and implementation of a professional learning program, as perceived by 68 Australian educators. Participants reported enhanced personal development and valued the course, but workplace demands and limited structured support were constraints on implementation. Methodological issues associated with research in authentic professional learning settings are discussed. The study confirms the significance of exploring personal and contextual factors to gain a holistic understanding of professional learning initiatives, and to maximise their actual implementation in practice. 2009 Journal Article http://hdl.handle.net/20.500.11937/15090 http://www.iier.org.au/iier19/beltman.pdf Issues in Educational Research (Print) restricted |
| spellingShingle | Beltman, Susan Educators' Motivation for Continuing Professional Learning |
| title | Educators' Motivation for Continuing Professional Learning |
| title_full | Educators' Motivation for Continuing Professional Learning |
| title_fullStr | Educators' Motivation for Continuing Professional Learning |
| title_full_unstemmed | Educators' Motivation for Continuing Professional Learning |
| title_short | Educators' Motivation for Continuing Professional Learning |
| title_sort | educators' motivation for continuing professional learning |
| url | http://www.iier.org.au/iier19/beltman.pdf http://hdl.handle.net/20.500.11937/15090 |