An investigation into teacher-initiated or DIY Professional Development: The push and pull of teacher Professional Development

Within education formalised teacher professional development (PD) has long been an area of research interest. In contrast informal, teacher-initiated PD has been researched far less. This thesis addresses this issue by investigating the proposed concept of DIY teacher professional development.<br/><br/>This study employs a bricolage methodology involving pragmatic decision making to select any method or tool at the disposal of the researcher. The theoretical perspective, used as a lens for analysis, was influenced by critical pedagogists. Data collection was via a Delphi study (administered via electronic means) in which the initial round utilised a qualitative open-ended questionnaire, analysed thematically to produce statements. The second round involved a quantitative questionnaire to establish expert consensus on these statements. Data were analysed through descriptive statistics; alongside this a personal reflexive journal was compiled to track the researcher’s own developmental journey.<br/><br/>The consensus from the expert panellists was that teacher-initiated PD (the term preferred to DIY PD by participants) could be used as a separate classification of professional development. Key activities included: professional conversations and learning communities, which could expand to include networks. Key factors relating specifically to teachers included: relevancy to the participant; motivation, trust, agency and ownership, with collaboration as a facilitating factor. A further notable delivery factor included location of the PD delivery. Finally, given the complexity of this subject, the study also identifies emergent themes including: teacher identity, implicit learning, accountability and transparency, alternate discourse, and power, hierarchy and control.<br/><br/>The thesis makes a contribution to the education community on three levels. Methodologically it shows how a Delphi study may be used within the educational context, as currently this is an under-utilised approach within education. Secondly the study informs the wider education community, including: teachers, administrators, policy makers, and teacher educators, on what PD may involve and might develop over coming years. The final contribution is a critique of the way the author has developed professionally which will inform their ongoing professional, and personal, development as an educator and researcher.

Name dc:type.qualificationname

Doctor of Education

Level dc:type.qualificationlevel

Doctoral Thesis

Grantor dc:publisher.institution

University of Dundee

Year dc:date.issued

2019

Author dc:creator

• Holme, Richard

Advisors dc:contributor.advisor

• Lakin, Elizabeth
• Schofield, Susie

• CPD
• Professional development
• Education
• Teacher education
• Professional learning
• CLPL
• Grassroots
• DIY
• Scottish Education
• Bricolage
• Delphi study

Language dc:language

eng

Identifier

oai:discovery.dundee.ac.uk:studenttheses/9ed97739-52cf-40d1-ac61-40b79efbdec5

OAI identifier oai:identifier

oai:discovery.dundee.ac.uk:studenttheses/9ed97739-52cf-40d1-ac61-40b79efbdec5