Teachers’ motivation to learn: implications for supporting professional growth

The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions

“…The intrinsic motivation was driven by inherent values that supported the individual teacher, such as the opportunity to use and develop teacher competency in different perspectives. The altruistic motivations related to a collegial perspective, the opportunity to learn from their community (cf Appova and Arbaugh 2018). This theme can be associated with Noffke's description of the personal dimension.…”

“…The theoretical framework builds on research on motivations for teaching and teachers' learning and development on a general level, but also on motivations for engaging in action research, summarized in three motivations: extrinsic, intrinsic, and altruistic (cf. Appova and Arbaugh 2018;Deci and Ryan 2000;Kyriacou and Coulthard 2000;Thomson, Turner, and Nietfeld 2012). The three motivations (extrinsic, intrinsic, and altruistic) are, in this study, related to Noffke's (1997) description of the three dimensions of action research, which are derived from her historical study of the action research field.…”

“…Intrinsic motivations for teaching involve dimensions at the heart of the teaching of individual value for the teacher: to be able to teach children and young adults, to foster students into upright human beings, to be passionate about teaching as well as using teachers' subject knowledge and expertise (Bergmark et al 2018). Intrinsic motivation for engaging in professional learning and development relates to learning with and from colleagues, to improve teaching and to learn about topics based on own interest (Appova and Arbaugh 2018). In Noffke's (1997) description of different dimensions of action research, intrinsic motivations can be related to the personal and professional dimensions.…”

The Influence of Pre-training Factors on Motivation to Transfer Learning at the Post Training Stage

“…The answer to this question includes a combination of expectancy-value theories, intrinsic motivation theories, and self-determination theory. (Appova & Arbaugh, 2017). The value of a given task or activity has four components: attainment value, which refers to a personal value of doing well on the task; Intrinsic value, which refers to subjective interest or enjoyment of performing a task; Utility value which refer to the extent to which task completion is perceived to facilitate current or future goals; and Cost, which refers to the negative aspects of engaging in a given task, such as anxiety and fear of failure (Han, Yin, & Boylan, 2016) Perceived utility of training contents refers to a trainee's belief or opinion that the training program content is to be useful for his/her job (Chang & Chiang, 2013).…”

“…Bates and Holton (2004) and Tai (2006) suggested that, communicating the company's expectations before the training program which also promotes learner readiness leads to enhanced transfer motivation. The detail level in which the training program is framed before the training event determines the extent a trainee is motivated to transfer learning to the workplace (Appova & Arbaugh, 2017). In LTSI, perceived utility of training, content is referred by perceived content validity which is the extent to which trainee's judge training content to accurately reflect job requirements.…”