{"id":{"repo_id":"penn","oai_identifier":"oai:repository.upenn.edu:20.500.14332/61875"},"canonical_url":"https://search.dev.ndltd.org/etd/penn/oai:repository.upenn.edu:20.500.14332/61875","repository":{"repo_id":"penn","name":"University of Pennsylvania","base_url":"https://repository.upenn.edu/server/oai/request"},"display":{"title":"FACULTY AND DEAN PERSPECTIVES ON SUPPORTING AND SUSTAINING THE P-12 TEACHING PROFESSION","abstract":"The P-12 teaching profession is under existential threats from a decline in status, teacher shortages, and challenges with government regulation and accountability. In this qualitative study, I use visual social research methods to examine how deans and faculty in research-intensive university schools and colleges of education (SCEs) perceive the relationship between the current state of the teaching profession and both their individual and collective work. I explore what actions are taken or planned on behalf of the SCEs to sustain the teaching profession and support its thriving. Finally, I make recommendations aimed at strengthening the work SCEs do to prepare and sustain P-12 teachers and the teaching profession, as well as point toward directions for future research.","abstract_html":"The P-12 teaching profession is under existential threats from a decline in status, teacher shortages, and challenges with government regulation and accountability. In this qualitative study, I use visual social research methods to examine how deans and faculty in research-intensive university schools and colleges of education (SCEs) perceive the relationship between the current state of the teaching profession and both their individual and collective work. I explore what actions are taken or planned on behalf of the SCEs to sustain the teaching profession and support its thriving. 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In this qualitative study, I use visual social research methods to examine how deans and faculty in research-intensive university schools and colleges of education (SCEs) perceive the relationship between the current state of the teaching profession and both their individual and collective work. I explore what actions are taken or planned on behalf of the SCEs to sustain the teaching profession and support its thriving. Finally, I make recommendations aimed at strengthening the work SCEs do to prepare and sustain P-12 teachers and the teaching profession, as well as point toward directions for future research."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Education (EdD)"]},{"key":"dc:title","label":"Title","values":["FACULTY AND DEAN PERSPECTIVES ON SUPPORTING AND SUSTAINING THE P-12 TEACHING PROFESSION"]}]}],"canonical_facts":{"dc:contributor.advisor":["White-Lewis, Damani, K"],"dc:creator":["Sexton, Patrick"],"dc:date.accessioned":["2025-09-16T19:04:32Z"],"dc:date.available":["2025-09-16T19:04:32Z"],"dc:date.issued":["2025"],"dc:description":["2025"],"dc:description.abstract":["The P-12 teaching profession is under existential threats from a decline in status, teacher shortages, and challenges with government regulation and accountability. In this qualitative study, I use visual social research methods to examine how deans and faculty in research-intensive university schools and colleges of education (SCEs) perceive the relationship between the current state of the teaching profession and both their individual and collective work. I explore what actions are taken or planned on behalf of the SCEs to sustain the teaching profession and support its thriving. 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