Lived experiences of teacher professional development
A call for the intellectualization of PDA hermeneutic-phenomenological study using cultural historical activity theory
Bibliographic Data
| ID | 5776005 |
|---|---|
| Authors | Jane Baldwin Pollock Wirch (Northeastern University, corresponding author) |
| Year | 2021 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | THESIS |
| Publisher | Northeastern University Library (PUBLISHER) |
| DOI | 10.17760/d20429229 |
| OpenAlex | W4292937864 |
| Language | EN |
| References cited | 36 |
This qualitative, interview-based study examined the experiences of 14 teachers with their professional development. The research was conducted to understand teacher perspective of professional development. Many billions of federal dollars have been spent on teacher professional development, and there has been neither a dramatic increase in quality teachers nor a closed gap of the inequities in education. Instead, we have many overworked and frustrated teachers. Teacher quality has been shown to be the single most important quality in student learning, and professional development has been shown to be capable of improving teacher quality. The guiding research question for this study was, 'What is the lived experience of teachers with professional development?' For its ability to simultaneously consider numerous perspectives at one time, Cultural Historical Activity Theory was employed. The findings offered evidence that teachers continue to receive poor professional development. Teacher learning does not appear to be valued enough and it is at the mercy of school leadership, which can change without notice. Another finding was that teachers recognize and appreciate effective professional development. The views of the teachers in this study about quality professional development coincided with existing literature. The researcher recommends (1) educating policymakers, districts, schools, and the public about the value of teacher intellectuality, (2) guiding teacher leaders in the process of quality adult learning, (3) minimizing changes in school leadership, (4) selecting school leadership judiciously, and (5) prioritizing urban schools.--Author's abstract
Educational leadership · Mathematics education · Notice · Pedagogy · Political science · Professional development · Professional learning community · Qualitative research · Social science · Sociology · Teacher education · Teacher Leadership · Teacher Quality · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Engineering · Psychology · Teacher Education and Leadership Studies
Diversity and Higher Education
How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star
Nurturing Nature
Generating Research Questions Through Problematization
School, family, and community partnerships in teachers’ professional work
Leaving Boys Behind
Effective Teacher Professional Development
Blog-based professional development of English teachers in Mumbai
A critical performance pedagogy that matters
Days Later
Writing Interview Protocols and Conducting Interviews
White male teachers on difference
Decomposing practice in teacher professional development
Effects of professional development on the quality of teaching
Decentring hegemonic gender theory
Professional learning orientations
The gap between educational research and practice
Parental imprisonment, the prison boom, and the concentration of childhood disadvantage
Challenges in Teacher Education for Urban Education
A Quantitative Analysis of the Increase in Public School Segregation in Delaware
The Effect of Education on Criminal Convictions and Incarceration
A Question of Representation in Educational Discourse
Research Design
Funds of knowledge for teaching
The Souls of White Folk
Race, Culture, and Researcher Positionality
Developing qualitative research questions
The Role of Ethnic Student Organizations in Fostering African American and Asian American Students' Cultural Adjustment and Membership at Predominantly White Institutions
Gender differences in scholastic achievement
Preparing Culturally Responsive Teachers
Phenomenology in Its Original Sense
Evidence-based health policy
Preparing for Culturally Responsive Teaching
Scale of Teacher Empathy for African American Males (S-Teaam)
A Multicultural Education Praxis
The Geography of Inequality
| Citation velocity | historical |
|---|---|
| Highly cited | No |