tracing the trajectory of teacher engagement in the case of a cpd: does fake engagement really exist?

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.

tracing the trajectory of teacher engagement in the case of a cpd: does fake engagement really exist?

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.