Show simple item record

dc.contributor.authorHarper-Hill, Keely
dc.contributor.authorBeamish, Wendi
dc.contributor.authorHay, Stephen
dc.contributor.authorWhelan, Michael
dc.contributor.authorKerr, Jeremy
dc.contributor.authorZelenko, Oksana
dc.contributor.authorVillalba, Clare
dc.date.accessioned2020-08-19T02:13:45Z
dc.date.available2020-08-19T02:13:45Z
dc.date.issued2020
dc.identifier.issn0158-037X
dc.identifier.doi10.1080/0158037X.2020.1781611
dc.identifier.urihttp://hdl.handle.net/10072/396546
dc.description.abstractCertain characteristics of teacher professional learning opportunities are known to promote engagement by teachers; however, the successful translation of new knowledge into inclusive teaching practice remains challenging. A greater understanding of teacher motivation for engagement with professional learning opportunities may assist in understanding why particular opportunities result in changes in teacher practices. Within the co-design process of an online professional learning platform, nine teachers described professional learning opportunities which had led to changes in individual or school-wide teaching practices. Thematic analysis of the transcripts revealed a complex interaction between themes which were conceptualised as external or internal to the individual teachers. However, engagement in professional learning opportunities that led to practice change was strongly mediated by teacher perceptions of the credibility and authenticity of both the content and the person delivering the content. The meta-theme of credibility and authenticity is considered in terms of teacher motivation and engagement.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge: Taylor & Francis Group
dc.relation.ispartofjournalStudies in Continuing Education
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchcode1301
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsauthenticity
dc.subject.keywordscredibility
dc.subject.keywordsprofessional development
dc.titleTeacher engagement in professional learning: what makes the difference to teacher practice?
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationHarper-Hill, K; Beamish, W; Hay, S; Whelan, M; Kerr, J; Zelenko, O; Villalba, C, Teacher engagement in professional learning: what makes the difference to teacher practice?, Studies in Continuing Education, 2020
dc.date.updated2020-08-18T05:13:40Z
gro.description.notepublicThis publication has been entered in Griffith Research Online as an advanced online version.
gro.hasfulltextNo Full Text
gro.griffith.authorBeamish, Wendi I.
gro.griffith.authorHay, Stephen J.


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record