Introjected regulation in teachers’ professional development motivations

Proudfoot, K. (2022) Introjected regulation in teachers’ professional development motivations. Teachers and Teaching: Theory and Practice, 28(8), pp. 1021-1034. (doi: 10.1080/13540602.2022.2144816)

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This article examines how teachers’ professional development motivations are affected by introjected regulation. A theoretical thematic analysis of teacher interview and survey open response data is conducted, exploring the extent to which teachers perceive themselves to be motivated by factors such as self-esteem and the regard of others. Findings suggest that introjected regulation represents a potent yet complex motivator for working teachers in respect to their professional development. Given the extensive use of introjected regulation in the performative environment in which many teachers work, these findings thus have real contemporary relevance.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Proudfoot, Dr Kevin
Authors: Proudfoot, K.
College/School:College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
Journal Name:Teachers and Teaching: Theory and Practice
Publisher:Taylor and Francis
ISSN (Online):1470-1278
Published Online:12 November 2022
Copyright Holders:Copyright © 2022 The Author
First Published:First published in Teachers and Teaching: Theory and Practice 28(8): 1021-1034
Publisher Policy:Reproduced under a Creative Commons License

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