Dissertation
A phenomenological study of professional development
Doctor of Education (Ed.D.), Drexel University
Jun 2022
DOI:
https://doi.org/10.17918/00001339
Abstract
Educational reform continues to influence the implementation of professional development for educators. Professional development intends to provide teachers with relevant and current strategies and resources to engage students. Professional development intends to influence change in teacher practice; however, there is a lack of evidence that supports the correlation. This phenomenological study informs readers of the needs, learning preferences, perceptions, and experiences surrounding professional development. The study created a more concise picture of teachers' lived experience of professional development. The study intended to discover answers to questions around professional development's impact on teacher practice, perception of the impact, and self-reflection as a result of the professional development. The participants in the phenomenological study were a small sample of elementary school teachers in an urban school district in the Mid-Atlantic region. Each participant engaged in a semi-structured interview. The researcher kept a researcher's journal to capture notes, data, and reflections as they journeyed through the research alongside the use of the data captured in the semi-structured interviews. Examining the impact of professional development on teacher practice is exceptionally relevant to the present climate of education. Keywords: Professional development, impact, self-reflection, teacher efficacy, learning preference
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Details
- Title
- A phenomenological study of professional development
- Creators
- Kamilah Thorne
- Contributors
- Amanda Lannie (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 122 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991019104609804721