ArticleCBE life sciences education2017
What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?
Article in CBE life sciences education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
18 citing papers in PubMed, 29 citations in OpenAlex.
- Do institutions value peer-reviewed open educational resources? Insights from biology lesson authors.Journal of microbiology & biology education · 2026Article
- A Professional Development Model for Training Biology GTAs in Equitable Teaching: Implementation and Evaluation at Two Minority-Serving Institutions.Integrative organismal biology (Oxford, England) · 2026Article
- Exploring the relationship between autonomy, self-efficacy, and pedagogical discontentment of STEM graduate teaching assistants.Journal of microbiology & biology education · 2025Article
- Expansion of Personas to Guide Professional Development in Implementing Evidence-Based Practices in Diverse Institutions.CBE life sciences education · 2025Article
- Student Perceptions on the Value of an Ideologically Aware Curriculum.CBE life sciences education · 2025Article
- Student Perceptions on the Value of an Ideologically Aware Curriculum.CBE life sciences education · 2025Article
- Time spent on active learning activities does not necessarily correlate with student exam performance: a controlled case study.Journal of microbiology & biology education · 2024Article
- Exploring Variations in STEM Instructors' Approaches to Office Hours.CBE life sciences education · 2024Article
- Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging.CBE life sciences education · 2024Article
- Engaging with CC Bio INSITES: Experiences of Barriers, Supports, and Belonging in Community College Faculty Participating in Biology Education Research.CBE life sciences education · 2022Article
- Student Thinking in the Professional Development of College Biology Instructors: An Analysis through the Lens of Sociocultural Theory.CBE life sciences education · 2022Article
- Are Faculty Changing? How Reform Frameworks, Sampling Intensities, and Instrument Measures Impact Inferences about Student-Centered Teaching Practices.CBE life sciences education · 2021Article
- Demystifying the Meaning of Active Learning in Postsecondary Biology Education.CBE life sciences education · 2020Article
- Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development.CBE life sciences education · 2020Article
- Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development.CBE life sciences education · 2019Article
- Article
- A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.CBE life sciences education · 2018Article
- Collectively Improving Our Teaching: Attempting Biology Department-wide Professional Development in Scientific Teaching.CBE life sciences education · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors at 6 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
We conducted a study of 19 biology instructors participating in small, local groups at six research-intensive universities connected to the Automated Analysis of Constructed Response (AACR) project (www.msu.edu/∼aacr). Our aim was to uncover participants' motivation to persist in a long-term teaching professional development effort, a topic that is understudied in discipline-based educational research. We interviewed each participant twice over a 2-year period and conducted qualitative analyses on the data, using expectancy-value theory as a framework for considering motivation. Our analyses revealed that motivation among instructors was high due to their enjoyment of the AACR groups. The high level of motivation is further explained by the fact that AACR groups facilitated instructor involvement with the larger AACR project. We also found that group dynamics encouraged persistence; instructors thought they might never talk with colleagues about teaching in the absence of AACR groups; and groups were perceived to have a low-enough time requirement to warrant sustained involvement
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.