What motivates STEM teachers to attend professional development? A case study in Chilian high schools

Abstract

Science, technology and engineering are constantly changing in profound ways, so STEM teachers have to keep up with providing not only the textbook basics, but also updated examples from current technologies, while using novel teaching techniques based on scientific inquiry. Professional development activities are powerful tools to increase teacher learning, and indirectly drive improved classroom practices and student learning. The literature regarding teacher professional development has reached considerable consensus regarding the features of the PD activities that lead to successful programs. However, the literature shows an insufficient analysis of the teacher motivation to attend professional development activities. In order to attract teachers and maintain their sustained involvement in professional activities, these activities need to be designed keeping in mind the teachers' background and motivation. This paper examines the factors that contribute to the science and technology high school teachers in Chile participating in professional development activities. These findings will fill in a gap in the literature and could inform the design of professional development programs in Chile and abroad.