Journal article
James Noonan
Professional Development in Education, vol. 50(5), 2024, pp. 894-908
Professional Development in Education, vol. 50(5), 2024, pp. 894-908
View PDF
Cite
Cite
APA
Click to copy
Noonan, J. (2024). ‘{Regard} me’: {A} case study of learner engagement and the satisfaction of basic needs in continuing professional development. Professional Development in Education, 50(5), 894–908. https://doi.org/10.1080/19415257.2022.2065515
Chicago/Turabian
Click to copy
Noonan, James. “‘{Regard} Me’: {A} Case Study of Learner Engagement and the Satisfaction of Basic Needs in Continuing Professional Development.” Professional Development in Education 50, no. 5 (2024): 894–908.
MLA
Click to copy
Noonan, James. “‘{Regard} Me’: {A} Case Study of Learner Engagement and the Satisfaction of Basic Needs in Continuing Professional Development.” Professional Development in Education, vol. 50, no. 5, 2024, pp. 894–908, doi:10.1080/19415257.2022.2065515.
BibTeX Click to copy
@article{noonan2024a,
title = {‘{Regard} me’: {A} case study of learner engagement and the satisfaction of basic needs in continuing professional development},
year = {2024},
issue = {5},
journal = {Professional Development in Education},
pages = {894-908},
volume = {50},
doi = {10.1080/19415257.2022.2065515},
author = {Noonan, James}
}
Abstract
Learner engagement is essential for deep and sustained learning, yet it is seldom included in empirical frameworks for effective continuing professional development (CPD), which tend to privilege broad design features over learner-centred strategies. In this critical case study, I consider this gap by applying the lens of self-determination theory (SDT) to analyse in depth what one U.S.-based teacher described as a transformational professional learning experience. Observing the ways in which learner engagement and facilitators’ pedagogical practices combine to satisfy SDT’s basic needs of autonomy, competence, and relatedness and to shape this teacher’s practice, I suggest that relational responsiveness – what the focus teacher in this study calls ‘regard’ – is an important and under-theorised quality in powerful professional learning. I conclude with theoretical and practical implications for the design and study of continuing professional development.