Instructional Technology (EdDIT)
School of Education
Student Presence in Teacher Professional Development, Teacher Professional Development, Learning Theories
Although research exists on many of the various types of teacher professional development, it lacks in the area of teacher professional development in the presence of students (Durbin, 2018; Margolis et al., 2016). This exploratory case study of a suburban school district in southeast United States will contribute to the field by examining teacher and teacher leader perception of professional development in the presence of students. According to Margolis et al. (2016), teaching or learning changes cannot occur without simultaneous adjustments in the structure and culture of teacher professional development. Schools must adjust teacher professional development to better support teachers in the 21st century, forgoing the traditional one-size-fits-all workshop-style professional development (Collins & Halverson, 2018; Gulamhussein, 2013; Houston, 2008; Nooruddin & Bhamani, 2019; Patton et al., 2015). Schools must engage teachers in professional development that is non-linear, continuous, and filled with significant lifelong and experiential learning, supported by adult learning theory and research-based best pedagogical practices (Zuljan, 2018). The purpose of this study is to examine teacher and teacher leader perception of professional development in the presence of students. Specifically, this study will analyze teachers’ and teacher leaders’ perceptions of effective practice and motivation and how they improve teaching and learning. Informed by Margolis et al.’s (2016) Student Presence and Learning Theory Model, this study will focus on learning that occurs at the highest level of student presence in teacher professional development.
Roche, K. (2021). A Qualitative Case Study of the Influence of Student Presence in Teacher Professional Development (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2024