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Theory-Based Intervention Framework to Improve Mathematics Teachers’ Motivation to Engage in Online Professional Development

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Online Learning in Mathematics Education

Part of the book series: Research in Mathematics Education ((RME))

Abstract

Professional development for teachers is an important professional endeavor and is increasingly conducted online. One concern, however, is the extent of teachers’ motivation to engage. Among motivational theories, the Expectancy-Value Theory is one empirically tested framework which appropriately encompasses these values. Teacher-perceived task values, or the reasons to engage in a task, along with teachers’ expectancy for success, may help explain why teachers engage in online professional development. In this chapter, we synthesize the available research literature guided by this integrated motivational framework of Expectancy-Value Theory, and we propose five design principles to guide future online professional development in ways that may improve teachers’ motivation to engage. We discuss implications for researchers and designers of mathematics professional development.

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Authors and Affiliations

  1. Research Laboratory for Digital Learning, The Ohio State University, Columbus, OH, USA

    Nathan A. Hawk & Margaret A. Bowman

  2. Department of Educational Studies, The Ohio State University, Columbus, OH, USA

    Kui Xie

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  1. Nathan A. Hawk
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  2. Margaret A. Bowman
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Correspondence to Nathan A. Hawk .

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  1. North Carolina State University, Raleigh, NC, USA

    Karen Hollebrands , Robin Anderson  & Kevin Oliver ,  & 

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Hawk, N.A., Bowman, M.A., Xie, K. (2021). Theory-Based Intervention Framework to Improve Mathematics Teachers’ Motivation to Engage in Online Professional Development. In: Hollebrands, K., Anderson, R., Oliver, K. (eds) Online Learning in Mathematics Education. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-80230-1_11

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