Teacher Voices, Teacher Choices: A Multi-case Study on Teacher Experiences with Long-term Professional Development

<p>This multi-case study utilizes qualitative research methods to investigate the perceptions and experiences of K-12 teachers who have attended long-term professional development (LTPD)(sequential or consecutive and more than one day in length) as told through narrative responses to semi-structured interview questions and explanation of artifacts made during, or because of, attending the LTPD. The study purpose was to learn more about the shifts and transformations in practice and teaching identity that may occur when teachers commit to LTPD represented by the voices of the teachers in interview responses and described as individual cases. Participants indicated experiences varied and the more interactive and connected the LTPD was to their personal goals and practice, the more likely they were to make greater shifts and transformations as a result of attendance. Extended support after the conclusion of the LTPD and personal buy-in lead to greater shifts in practice and personal transformations.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - NLU Access

Discipline thesis:degree_discipline

Reading, Language and Literacy

Year dc:date.available

2023

Author dc:creator

• DeCicco, Theresa

Contributors dc:contributor

• Dr. Sophie Degener
• Dr. Mary Hoch

• professional development
• long-term professional development
• teachers
• identity
• instructional shifts
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/777

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1835