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Dissertation/Thesis Abstract

Veteran Elementary Teachers' Perceptions about Teacher Professional Development: A Phenomenological Study
by Porcell, Marie A., Ed.D., Azusa Pacific University, 2020, 164; 27744058
Abstract (Summary)

Data reported by the National Center for Education Statistics (Hussar & Bailey, 2013) indicated that in 2015–16, veteran teachers with more than 10 years of teaching experience accounted for 61% of the K-12 public school teaching force in the United States. Further disaggregation of this data indicated that 39% of these veteran teachers have between 10 and 20 years of teaching experience and 22% have more than 20 years of teaching experience. Teacher Professional Development has evolved over the past 4 decades, as politicians have ushered in educational reforms designed to better equip teachers with skills and strategies that will engage students in learning and increase academic achievement. Teaching in the 21st century requires mastery of content standards as well as adeptness in utilizing and integrating more sophisticated technology. Veteran elementary school teachers who have completed teacher credentialing programs prior to the implementation of common core standards are at a disadvantage compared with newer teachers’ preparedness for effectively teaching 21st century learners. Elementary teachers typically serve in self-contained classrooms, facilitating learning across all content areas. As such, they must become experts in grade level standards in all core subject matter. When considering the TPD needs of veteran elementary teachers who may have a limited understanding of 21st century teaching and learning, providing differentiated TPD for teachers with more longevity in their teaching careers becomes essential. This study examined the perceptions of 12 veteran elementary school teachers with respect to their experiences with TPD and what they perceive as effective TPD that results in enhanced student engagement and increased academic achievement. The purpose was to add to the existing literature about what constitutes effective TPD and identify elements of TPD that promote active engagement for veteran elementary teachers, transferring into the effective implementation of best practices for promoting student engagement. Results indicated veteran elementary teachers have unique learning needs and TPD interests. When these needs are embedded into TPD programs, veteran elementary teachers report feeling enthusiastic about learning and are more likely to implement learned skills and strategies.

Indexing (document details)
Advisor: Roso, Calvin G.
Commitee: Kula, Stacy, Summers, Rebecca
School: Azusa Pacific University
Department: Education
School Location: United States -- California
Source: DAI-A 81/12(E), Dissertation Abstracts International
Subjects: Educational leadership, Teacher education, Elementary education
Keywords: Best practices for teacher professional development, Professional learning communities, Student engagement, Teacher collaboration, Teacher engagement, Veteran elementary teachers
Publication Number: 27744058
ISBN: 9798641274218
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