Mentoring and motivation: Examining teachers’ experiences in an immersive research program

Abstract

The present study sets out to examine motivational aspects in science teachers from high-poverty schools, within the bounded context of an immersive science Professional Development (PD) program. Self-Determination Theory (SDT) was used to frame teachers’ data collected via focus groups and individual interviews. Findings suggested that teachers placed importance on experiences that were connected to feelings of competence, autonomy, and relatedness. These findings have implications for PD program design, and for teachers and administrators.