| 总结: | <p>This project examined teachers’ motivation to engage with the construction of a framework for professional development (PD), underpinned by generative learning principles in a school requiring a shift in practice for its teachers. The project also explored how generative PD practices within such a framework might support the development of an emergent Professional Learning Community (PLC). It was proposed that a shift in ownership of PD, through the application of generative practices, might enhance teachers’ intrinsic motivation to engage with PD and provide momentum for PLC genesis.</p>
<p>Participants contributed to the school’s PD cycle for one year. TeachMeet principles were employed, where anything of interest within teachers’ professional spheres was shared in a low-stakes setting. Data emanated from semi-structured interviews (SSIs) after the implementation of the generative framework, followed by inductive coding and narrative analysis. This permitted an exploration of beliefs and authentic experiences of each teacher, with a holistic recount of teachers’ experiences of PD throughout their careers emerging, in tandem with their current engagement and motivation regarding the generative framework.</p>
<p>Teachers clearly articulated that some models of PD, such as the deficit model, had been detrimental to motivation. Teachers expressed eagerness to share knowledge and skills with colleagues in the findings, with the generative PD framework facilitating the co-creation of knowledge within spheres of professional interest. Teachers were clear that the new framework supported their motivation to engage with PD and was supportive of their growth as autonomous professionals. These findings indicated that generative learning principles, when applied to PD, supported the early formation of a PLC in the project school and suggested that a significant contributory factor was engaging with the process of seeking to understand teachers’ motivation to engage with the PD framework itself.</p>
|
|---|