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Dissertation
Through A Practitioner's Lens: A Phenomenological Investigation of Educators' Perceptions and Descriptions of Professional Development
Doctor of Education (Ed.D.), Drexel University
01 May 2015
DOI:
https://doi.org/10.17918/etd-6422
Abstract
Despite a multitude of funds allocated toward professional development each year by districts and the Department of Education, research indicates the participants of professional development believe this is an area needing to be improved. While many authors have cited characteristics of effective professional development, few studies have told the story of professional development from the perspective of the participants. The purpose of this phenomenological study was to identify how elementary teachers and administrators perceive and describe their experiences with professional development. Data was collected through three one-on-one, semi-structured interviews with two practicing administrators and four elementary school teachers who are curriculum leaders. The participants represented three buildings within a district in Pennsylvania, and have served as both participants and facilitators of professional development. Applying a social constructivist worldview, the data was bracketed and analyzed for common experiences and themes using the Nvivo software, to understand the essence of the experience of professional development. There were five common themes that emerged from the study. First, adult learners need time to collaborate as they process the learning. These conversations are most effective when the individuals share common grade levels and when they occur immediately following the learning. Second, professional development is most effective when it is meaningful and relevant to the classroom and its students. Because the primary purpose of professional development is to improve the teacher and therefore, positively influence the academic performance of the students, participants need to understand how the learning will immediately transfer to the classroom. Third, when participant engagement is high, the effectiveness of the professional development increases. Participants find greater benefits in sessions where they interact with the material, direct their own learning and have an opportunity to talk together. Fourth, the most effective professional development is structured in such a way to allow a continuous cycle of teaching and learning, over a period of time. When new information is presented, participants want to return to the learning later to extend, share or refine their knowledge and application of the material. Finally, teachers and administrators share many common beliefs regarding effective and ineffective professional development.
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Details
- Title
- Through A Practitioner's Lens
- Creators
- Tabetha Haldeman - DU
- Contributors
- Kenneth J. Mawritz (Advisor) - DU
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6422; 991014632230904721