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Dissertation/Thesis Abstract

Teachers' Perceptions of the Contribution of Core Features of Professional Development to Learning and Teaching Practice
by Disch, Susan Ennis Higginbottom, Ph.D., Grand Canyon University, 2020, 354; 28150418
Abstract (Summary)

The quality of schools depends on the quality of its teachers. Professional development is crucial to teachers, administrators, and instructional leaders. The purpose of this qualitative descriptive case study was to explore how teachers identify essential features of effective professional development and describe its influence on their learning and subsequent practice. Mezirow’s Transformative Learning Theory and Desimone’s conceptual framework for teacher learning provided the theoretical foundations for the study. Participants consisted of 52 educators in north-central Indiana and southwestern Michigan. The sources of data were a questionnaire, semi-structured interviews, and a focus group. Thematic analysis was used to analyze the data collected. The results indicated that professional development is most beneficial when the learning is collaborative, is relevant to teachers’ personal and professional needs, is focused on pedagogical content knowledge, promotes active engagement and reflective practices, allows time to process, practice, and transform learning, and the professional development provider is knowledgeable and highly skilled. Findings also indicated that circumstantial factors outside of professional development impact teachers emotionally. Recommendations for the future design and implementation of effective professional development experiences for education and industry are presented.

Indexing (document details)
Advisor: Hedegard, Danielle
Commitee: Hensley, Kristen, Kensler, Carol, Robinson-Neal, Andree
School: Grand Canyon University
Department: College of Doctoral Studies
School Location: United States -- Arizona
Source: DAI-A 82/4(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Teacher education, Education, Cognitive psychology, Pedagogy, Educational administration
Keywords: Core features, Professional development, Workshop, Teaching practices
Publication Number: 28150418
ISBN: 9798684671333
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