Teachers are consistently developing learners that independently seek to gain knowledge and skills throughout life (Blaschke, 2012). Educators must desire to learn new and improved skills to gain knowledge. The new regulations and qualifications, and standards surrounding a career in education require teachers to become continual learners. Professional development is the practice of teachers continuing to grow in their fields and varies depending on personal preference, personal interests, and professional history, as well as addresses issues present in their district or school (Day, 1999).
Educational policies and laws outline the need for high-quality professional development for teachers. However, little evidence is available to determine what aspects make teachers effective. Each school district should examine how they determine a successful implementation (Borko, 2004; Garet, Porter, Desimone, Birman, & Yoon, 2001).
Professional development, also referred to as continuing education, is important to the organization and to society; and therefore, each should attempt to foster continued learning. Professional development provides satisfying, relevant, and actionable guidance to K-12 educators, so they can keep up with the evolving K-12 world. Professional development has become crucial in the wake of growing teacher shortages, increased student diversity, and school safety and climate concerns. However, offering professional and continuing education opportunities is exactly what educators need most. How can district leaders know if their training programs are meeting educators’ needs without this information?
|Advisor:||Nasser, Roger "Mitch", Jr.|
|Commitee:||Elder, Robyne, Wisdom, Sherrie|
|School Location:||United States -- Missouri|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Educational administration|
|Keywords:||Professional development, Teacher training programs|
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