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What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?
Jill S McCourt1, Tessa C Andrews2, Jennifer K Knight3
1Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602.
CBE Life Sciences Education
|August 20, 2017
Summary
Instructors persisted in teaching professional development groups because they enjoyed the collaboration and felt it was valuable. These groups fostered connections and offered significant benefits with minimal time commitment.
Area of Science:
- Discipline-Based Education Research
- Higher Education Pedagogy
- Faculty Professional Development
Background:
- Motivation to persist in long-term teaching professional development is understudied.
- Understanding instructor engagement is crucial for effective faculty development programs.
Purpose of the Study:
- To investigate the motivational factors influencing instructors' sustained participation in teaching professional development.
- To explore the role of group dynamics and perceived value in long-term engagement.
Main Methods:
- Qualitative analysis of data from 19 biology instructors over a 2-year period.
- Semi-structured interviews were conducted twice with each participant.
- Expectancy-value theory was used as a framework for analyzing motivation.
Main Results:
- Instructor motivation was high, primarily driven by enjoyment of the Automated Analysis of Constructed Response (AACR) groups.
- Participation in local AACR groups enhanced involvement with the broader AACR project.
- Positive group dynamics, perceived low time commitment, and opportunities for collegial discussion facilitated persistence.
Conclusions:
- Instructors persisted in AACR groups due to a high perceived value and low cost (time commitment).
- The findings offer insights into faculty needs and effective strategies for sustained engagement in professional development.
- This study contributes to understanding the understudied area of motivation in discipline-based educational research.
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