Volume 15, Issue 5 (2024)
LRR 2024, 15(5): 85-119 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ünsal-Görkemoğlu B, Akyel A S. Tracing the Trajectory of Teacher Engagement in the Case of a CPD: Does Fake Engagement Really Exist?. LRR 2024; 15 (5) :85-119
URL: http://lrr.modares.ac.ir/article-14-70283-en.html
URL: http://lrr.modares.ac.ir/article-14-70283-en.html
1- PhD Candidate, Department of English Language Education, Faculty of Education, Yeditepe University, Istanbul, Turkey , busraunsalca@gmail.com
2- Professor, Department of English Language Education, Faculty of Education, Yeditepe University, Istanbul, Turkey
2- Professor, Department of English Language Education, Faculty of Education, Yeditepe University, Istanbul, Turkey
Abstract: (1467 Views)
Teachers’ engagement in continuing professional development activities plays an essential role in the design, implementation, and effectiveness of in-service teacher training (INSET) programs. Understanding multidimensional orientations of teacher engagement in continuing professional development (CPD) activities, albeit fluctuations and deceptive images, may provide implications for the rate and pace of their professional development. To address this issue, the present study aims to understand teachers’ engagement orientations, namely cognitive, behavioral, and affective; as well as the levels, i.e. authenticity or fakeness of their engagement. In doing so, this study further aims to analyze how the participants with different engagement orientations revealed signs of fake and/or genuine engagement. The data collected from the observations of a six-week-long CPD course and semi-structured interviews conducted after the completion of the course indicated that teachers with different engagement orientations demonstrated various ways of genuine and/or fake participation in the CPD course. Pedagogical implications highlight an assortment of courses of action to maximize authentic teacher engagement.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |