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Postgraduate Professional Development for teachers: motivational and inhibiting factors affecting the completion of awards.

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Title: Postgraduate Professional Development for teachers: motivational and inhibiting factors affecting the completion of awards.
Authors: Arthur, Linet1, Marland, Harriet2, Pill, Amanda3, Rea, Tony4
Source: Journal of In-Service Education. Jun2006, Vol. 32 Issue 2, p201-219. 19p. 8 Charts.
Subject Terms: *Graduate education, *Career development, *Teachers, *Curriculum, *Higher education
Abstract: Many more teachers begin studying for masters’ level awards than complete them. This situation is a concern to participants, providers and funders of courses. The research project reported here explores teachers’ perceptions of factors affecting their success in completing assessed work. Questionnaire and interview responses from 46 students in three higher education institutions (HEIs) emphasise a number of motivational and inhibiting factors experienced by teachers. Some of these, including styles of assessment and access to resources, can be influenced positively by HEIs through course design and structures of institutional support. Other influential factors included time, personal circumstances and support in the workplace. Although these factors are not controlled by HEIs, they might be influenced by partnerships between tutors, school managers and local advisory staff working together to plan participation from course design to final impact. The research, although small‐scale and exploratory, will thus be of interest to HEIs and their local and national partners who seek to increase participation, retention and completion rates of teachers engaged in Postgraduate Professional Development. [ABSTRACT FROM AUTHOR]
Copyright of Journal of In-Service Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
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  Data: Many more teachers begin studying for masters’ level awards than complete them. This situation is a concern to participants, providers and funders of courses. The research project reported here explores teachers’ perceptions of factors affecting their success in completing assessed work. Questionnaire and interview responses from 46 students in three higher education institutions (HEIs) emphasise a number of motivational and inhibiting factors experienced by teachers. Some of these, including styles of assessment and access to resources, can be influenced positively by HEIs through course design and structures of institutional support. Other influential factors included time, personal circumstances and support in the workplace. Although these factors are not controlled by HEIs, they might be influenced by partnerships between tutors, school managers and local advisory staff working together to plan participation from course design to final impact. The research, although small‐scale and exploratory, will thus be of interest to HEIs and their local and national partners who seek to increase participation, retention and completion rates of teachers engaged in Postgraduate Professional Development. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of In-Service Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=22089312
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              Text: Jun2006
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