This action research study carries forward the exploration of the difference collaborative training makes on the development of professional development plans for contract instructors. The subjects were 28 contract instructors from a workplace training facility, who volunteered to participate in the study. These 28 contract instructors are all considered subject matter experts by the workplace and do not receive further professional development in their field of expertise or in instruction. The group of participants were randomly placed into two groups: a control group and a treatment group. The action research used a mixed-methodology approach to evaluate the relationship between the two groups of participants, who each developed professional development plans. The control group did not receive any training in the development of professional development plans. The treatment group did receive training in the development of professional development plans. Data were obtained using surveys and questionnaires relating to self-assessment for teacher evaluation, characteristics of teacher professional development, professional development plans, and the development of professional development plans. The data was analyzed using statistical averages, t tests, and thematic coding. The data suggested that training did make a slight difference on the development of professional development plans. At the onset of the research study, the participants were reluctant to acknowledge a need for professional development; however, both the control group and the treatment group produced plans that met the established criteria for effective professional development plans focused on improved student outcomes. This information can be used by the facility to establish a professional development plan program for contract instructors.
|Commitee:||Cosimano, Michael, Girdley, Angela|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Education, Teacher education, Educational sociology|
|Keywords:||Professional development, Professional development plans, Subject matter experts|
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