A Qualitative Inquiry: Teachers' Attitudes and Willingness to Engage in Professional Development Experiences at Different Career Stages

In this qualitative study, the authors interviewed 16 teachers at different career stages to determine their attitudes and willingness to engage in professional development. The findings suggested that intent, value, and topic differed by career stages; however, regardless of their career stage, tea...

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Bibliographic Details
Published in:The Delta Kappa Gamma bulletin 2013-01, Vol.79 (2), p.6
Main Authors: Masuda, Avis M, Ebersole, Michele M, Barrett, Diane
Format: Article
Language:English
Subjects:
Attitudes
Beginning Teachers
Careers
Community
Core curriculum
Elementary schools
Preservice Teachers
Professional development
Quality
R&D
Research & development
Research Methodology
Teacher Educators
Teachers
Teaching
Teaching Methods
Workshops
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Summary:In this qualitative study, the authors interviewed 16 teachers at different career stages to determine their attitudes and willingness to engage in professional development. The findings suggested that intent, value, and topic differed by career stages; however, regardless of their career stage, teachers were adamant that anything learned from professional development needed an application component and the content had to be relevant to their teaching contexts. Teachers' attitudes were also influenced by constraints that included time, money, and accountability issues. [PUBLICATION ABSTRACT]
ISSN:0011-8044
2169-5326