Helen Dixon, Gillian Ward, Helene Connor, Lisa Darragh
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Understanding teachers’ motivation to undertake a postgraduate degree: the influence of ‘expectancy of success’ and ‘expectancy of value’ beliefs
Postgraduate study is both challenging and demanding. Additionally, for teachers who study part time while employed full time, there are additional professional demands. So why would they enrol in ...
期刊介绍：
Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers" professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a "whole-career" view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development.
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