Dissertation
A phenomenological study of Pennsylvania educators' perceptions of professional development in adult ESL distance learning
Doctor of Education (Ed.D.), Drexel University
17 Dec 2021
DOI:
https://doi.org/10.17918/00000757
Abstract
There has been a surge in non-traditional adults who are English language learners seeking educational opportunities through distance learning in the United States since the onset of the pandemic in March 2020. However, current professional development for ESL Adult Educators in Distance Learning may not fully support best teaching practices, adult learning theories, and mind, brain, and education (MBE) principles for student-centered learning and engagement during online instruction to meet the needs of ESL Distance Learners. Therefore, educators who teach ESL adults in a distance learning environment may need professional development that will help prepare and support teachers in utilizing adult learning principles and the learning sciences research to address individualized student needs and to increase social interaction and the comfort level of using online tools for instruction. This interpretive phenomenological study explored how educators who teach adult ESL students via distance learning experience and perceive their professional development to support and inform their instruction and social interaction with ESL students in ABLE programs in Pennsylvania. It also sought to explore and identify challenges of transferring professional development over to online instruction of Adult ESL distance learning students. A purposeful and criterion sampling method was utilized to identify and recruit seven ESL adult basic literacy administrators, teachers, and tutors who receive and/or provide professional development supportive of ESL distance learning students. Findings from this study showed how educators experience and perceive their professional development and the challenges educators had while teaching online. Keywords: professional development, distance education, adult basic literacy, learner interaction, learning sciences, adult education, English language learners, Mind, Brain, and Education (MBE) Sciences
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Details
- Title
- A phenomenological study of Pennsylvania educators' perceptions of professional development in adult ESL distance learning
- Creators
- Kimberly Ann Chernesky
- Contributors
- Kristen Betts (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 124 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991016053929104721