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Teachers’ professional selves and motivation for continuous professional learning amid education reforms

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ABSTRACT Promoting in-service teachers’ continuous professional learning is indispensable to educational reforms that demand knowledge acquisition and practice innovation. Addressing this issue, this mixed-method study examined the relationship between teachers’… Click to show full abstract

ABSTRACT Promoting in-service teachers’ continuous professional learning is indispensable to educational reforms that demand knowledge acquisition and practice innovation. Addressing this issue, this mixed-method study examined the relationship between teachers’ professional selves and continuous professional learning. Two hundred and nighty-one practicing teachers completed a questionnaire that assessed their current and future professional selves, learning motives, strategy use, self-efficacy, control beliefs, learning interests and intentions. Cluster analyses found that strongly-committed teachers who held strong professional selves had the most engaged patterns of learning followed by teachers who had moderate and weak levels of professional selves. Study two was a follow-up interview study with eight selected teachers who held contrasting professional selves. Strongly-committed teachers discussed their hoped-for selves while weakly-committed teachers expressed concerns about heavy workload and the selves that they feared. These two groups of interviewees differed in the strategies they employed to complete course assignments.

Keywords: continuous professional; professional selves; teachers professional; education; professional learning

Journal Title: Asia-Pacific Journal of Teacher Education
Year Published: 2019

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