What Keeps Teachers Engaged during Professional Development? The Role of Interest Development

Bibliographic Data

ID22049149
AuthorsMete Akcaoglu (0000-0002-1454-9104, Georgia Southern University, corresponding author), Meryem Şeyda Özcan (0000-0002-3209-8888, Koç University), Selçuk Doğan (0000-0002-0527-8453, Georgia Southern University)
Year2023
Volume13
Issue2
Pages188
Publication date2023-02-10
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13020188
OpenAlexW4319965093
LanguageEN
Citations received5
References cited27

Interest influences adults’ and young learners’ learning in formal and informal contexts. Although interest and interest development frameworks have been used in research on student-learning, they are not used in teacher-focused research, especially as “outcomes” of teacher professional development (PD) activities. In this study, we used interest development as the outcome of PD in computer science (CS) and investigated the factors that influenced teachers’ (n = 5) interest development toward CS using various data sources and analysis methods. We found that interest development is (a) varied, (b) influenced by self-relation, knowledge, and affect, (c) associated with reengagement with PD activities, and (d) it can be captured using computational text analysis methods and online log data

Faculty Development · Mathematics education · Pedagogy · Professional development · Education, Achievement, and Giftedness · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies

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Open DOIOpen Access