Ünsal-Görkemoğlu, Büşra, Akyel, Ayşe Semra (2024). Tracing the Trajectory of Teacher Engagement in the Case of a CPD: Does Fake Engagement Really Exist?. , 15(5), 85-119. doi: 10.48311/LRR.15.5.85
Büşra Ünsal-Görkemoğlu; Ayşe Semra Akyel. "Tracing the Trajectory of Teacher Engagement in the Case of a CPD: Does Fake Engagement Really Exist?". , 15, 5, 2024, 85-119. doi: 10.48311/LRR.15.5.85
Ünsal-Görkemoğlu, Büşra, Akyel, Ayşe Semra (2024). 'Tracing the Trajectory of Teacher Engagement in the Case of a CPD: Does Fake Engagement Really Exist?', , 15(5), pp. 85-119. doi: 10.48311/LRR.15.5.85
Ünsal-Görkemoğlu, Büşra, Akyel, Ayşe Semra Tracing the Trajectory of Teacher Engagement in the Case of a CPD: Does Fake Engagement Really Exist?. , 2024; 15(5): 85-119. doi: 10.48311/LRR.15.5.85

Tracing the Trajectory of Teacher Engagement in the Case of a CPD: Does Fake Engagement Really Exist?

جستارهای زبانی
Article 5, Volume 15, Issue 5 - Serial Number 83, 1403, Pages 85-119    PDF (789.66 K)
Document Type: مقاله تحقیق
DOI: 10.48311/LRR.15.5.85
Authors
Büşra Ünsal-Görkemoğlu* 1; Ayşe Semra Akyel2
1PhD Candidate, Department of English Language Education, Faculty of Education, Yeditepe University, Istanbul, Turkey
2Professor, Department of English Language Education, Faculty of Education, Yeditepe University, Istanbul, Turkey
Abstract
Teachers’ engagement in continuing professional development activities plays an essential role in the design, implementation, and effectiveness of in-service teacher training (INSET) programs. Understanding multidimensional orientations of teacher engagement in continuing professional development (CPD) activities, albeit fluctuations and deceptive images, may provide implications for the rate and pace of their professional development. To address this issue, the present study aims to understand teachers’ engagement orientations, namely cognitive, behavioral, and affective; as well as the levels, i.e. authenticity or fakeness of their engagement. In doing so, this study further aims to analyze how the participants with different engagement orientations revealed signs of fake and/or genuine engagement. The data collected from the observations of a six-week-long CPD course and semi-structured interviews conducted after the completion of the course indicated that teachers with different engagement orientations demonstrated various ways of genuine and/or fake participation in the CPD course. Pedagogical implications highlight an assortment of courses of action to maximize authentic teacher engagement.
Keywords
Teacher engagement; CPD courses; fake engagement; authentic engagement
References
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