Abstract
ABSTRACT Given the wide range of knowledge and skills expected of teachers, andthe ongoing evolution of the teaching profession, it is imperative thatteachers continue to learn throughout their careers. To do so, teachersnot only need ongoing opportunities to learn, but they also needmotivation to engage in these learning opportunities. In this review, weexamine how researchers have documented teachers’ motivation toengage in professional learning opportunities, and what they havediscovered about the nature of teachers’ motivation for professionallearning. We conclude with a discussion of what current measures ofmotivation offer the field and provide recommendations for futurescholarship.
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