期刊
TEACHERS AND TEACHING
卷 28, 期 8, 页码 1021-1034出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/13540602.2022.2144816
关键词
-
This article examines how teachers' professional development motivations are affected by introjected regulation. The findings suggest that introjected regulation is a potent yet complex motivator for working teachers in respect to their professional development, indicating its contemporary relevance.
This article examines how teachers' professional development motivations are affected by introjected regulation. A theoretical thematic analysis of teacher interview and survey open response data is conducted, exploring the extent to which teachers perceive themselves to be motivated by factors such as self-esteem and the regard of others. Findings suggest that introjected regulation represents a potent yet complex motivator for working teachers in respect to their professional development. Given the extensive use of introjected regulation in the performative environment in which many teachers work, these findings thus have real contemporary relevance.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据