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.
|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|
|Subjects:||Teacher education, Education, Cognitive psychology, Pedagogy, Educational administration|
|Keywords:||Core features, Professional development, Workshop, Teaching practices|
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