Summary.

This presentation reflects teacher professional development within the realm of adult education and organizational development. The aim is to highlight the fact that teachers are demand driven and not deficit oriented. Therefore, we will use quantitative data to contextualize one case of development and refer to qualitative data to explore the process of development. Finally, discuss the findings and hypothesize for future research.

Theory.

Often, educational research investigates and postulates needs for development in manifold areas of school and teacher development. In order to satisfy these normative needs (quasi) experiments are set up and interventions have to be developed. Then researchers struggle to recruit an adequate sample in order to conduct their study properly.

We started our project in 2012 and we intended to find about 20 school to participate in the intervention group for three years. In each school we wanted to work with two science teachers. After we announced the call for participation we stopped to accept applications at the number of 60 school, i.e. 118 teachers (because one school cancelled participation later). The question we want to address here is: How can professional development projects be inspired by adult education theory and how can research in school development make use of organizational development insights?

Dewe (2006) says that adult learning changes from a former externally organized way of learning to more self-organized group learning. This means that the willingness for proactive learning and development increases and life-long learning cannot be conceptualized solely externally-regulated anymore. This current trend in development could be used to foster more sustainable change in decorative knowledges and procedural heuristics (e.g. Lukesch, 2001). Besides self-organization we also find motivation as an essential prerequisite for participation in development. Therefore, one very important dimension in motivated individualized professional development can be seen in "self-governance" or "rule by the self" (Ryan & Deci, 2006, p. 1562), which comprise aspects of the need for self-determination and defines the "locus of causality" to an individual that sets and pursues particular goals (Deci & Ryan, 1990, p. 62; Krapp, 2005). In addition to this, organizational development theory suggests that goals are better when agreed upon in order to keep motivation during the process, because a person's individual characteristics can be incorporated (Ameln & Kramer, 2007). Merriam and Brockett (1997) summarize that it is "the way in which individuals make meaning of their experience facilitates growth and learning" (p. 140). With reference to Knowles (1989) one can summarize that adults (or teachers) first should have an understanding of why they learn, should be aware of their responsibility during the learning process, and they need to see the relevance of the goal. Yet, they need support in order to find and articulate their demands and to (Knowles, 1975).

Organizational management theory suggests to assess and to agree on aims between two hierarchically unequal persons. Consensual agreement on aims theoretically leads to stronger goal commitment and satisfaction (Locke & Latham, 2002) as well as effectiveness, productivity, and learning (Burke et al., 2006). This is particularly known in the Managerial Grid where high concern for people and high concern for production lead to commitment and an encouraging continuation in goal pursuit (Blake & Mouton, 1964).

In sum, we theorize that if professional development projects constructively make use of teachers' beliefs and demands, and integrate these in adaptive and research-based interventions, then development can be achieved on a sustainable basis. In order to substantiate that claim we describe a random regional case.

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