Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the teacher, school, and PD levels. Participation in PD courses was associated with one of three profiles, labeled “reform-motivated,” “convenience-motivated,” and “interaction-motivated.” Participation in PD courses was more likely to be reform-motivated if a teacher had a major in chemistry, more experience teaching AP, more positive attitudes toward PD, or higher enactment of AP redesign in the classroom, or if the PD course was formal and face-to-face. The results show that teachers have different motivations for participating in PD courses and provide insight into how to engage teachers in professional learning.

中文翻译：

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剖析教师专业发展的动机：一项全国性研究

在美国大学先修课程 (AP) 改革的背景下，我们在两个队列样本中调查了教师参加专业发展 (PD) 课程的动机概况。t1= 2,369 和 nt2= 2,170 名化学教师，通过多级潜在班级分析。此外，该研究还调查了个人资料成员资格与教师、学校和 PD 级别因素的相关程度。参与 PD 课程与三种类型之一相关，分别标记为“改革动机”、“便利动机”和“互动动机”。如果教师主修化学，有更多的 AP 教学经验，对 PD 持更积极的态度，或者在课堂上对 AP 重新设计的程度更高，或者如果 PD 课程是正式的、面对面。结果表明，教师参与专业发展课程有不同的动机，并为如何让教师参与专业学习提供了见解。