期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2015
卷号：4
期号：1
页码：41-49
DOI：10.7575/aiac.ijalel.v.4n.1p.41
出版社：Australian International Academic Centre PTY. LTD.
摘要：The purpose of this study was to investigate the individual and contextual factors conducive to teacher professional development. The study which aimed at identifying the predictors of teacher development consisted of in-depth interviews with 15 teachers. Data gleaned from in-depth interviews were analyzed utilizing content analysis. Some common themes that emerged from the qualitative data included (a) learning goal orientation (b) teacher self-efficacy, (c) professional commitment (d) organizational climate, and (e) learning organization culture. Theoretical and practical implications of the study are discussed.
其他摘要：The purpose of this study was to investigate the individual and contextual factors conducive to teacher professional development. The study which aimed at identifying the predictors of teacher development consisted of in-depth interviews with 15 teachers. Data gleaned from in-depth interviews were analyzed utilizing content analysis. Some common themes that emerged from the qualitative data included (a) learning goal orientation (b) teacher self-efficacy, (c) professional commitment (d) organizational climate, and (e) learning organization culture. Theoretical and practical implications of the study are discussed.
关键词：Teacher professional development; Learning goal orientation; Teacher self-efficacy; Professional commitment; Organizational climate; Learning organization culture
其他关键词：Teacher professional development; Learning goal orientation; Teacher self-efficacy; Professional commitment; Organizational climate; Learning organization culture
