Case Study Of Teachers Concern

Author : Dolores Medina
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (139 download)

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Download or read book Case Study written by Dolores Medina and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last decade, the educational system has undergone a number of changes from policies to standards taught and covered in classrooms. Policymakers, school districts and administrators have invested an increased attention and financial resources to provide teachers with professional development to improve teacher performance, change schools and impact student learning. However, it is no secret teachers across the nation fail to engage in professional development because they do not find learning activities to be effective and relevant to their classroom's instructional needs. As a result, there is minimal to insignificant implementation of learned instructional strategies into everyday classroom settings, failing to impact and improve student learning. This case study addresses the research question: In what ways do teachers' beliefs and practices regarding professional development impact their instructional strategy implementation in lessons each day in the classroom? Research suggests teachers' beliefs and practices about professional development are core reasons why learning transfer is inconsistent and little to no impact is visible in instructional strategies implemented in the classroom to impact student learning. Additionally, existing research explains teachers' concerns with professional development are in its effectiveness to provide engaging, collaborative, teacher-centered, and continuous opportunities to learn and improve as teachers, in an effort to impact student learning and achievement, as opposed to simply objecting to engage in professional learning opportunities. However, there is no substantial amount of research focusing on teachers' beliefs and practices and the impact these have in what ways instructional strategies are implemented in the classroom. Therefore, this qualitative case study examines, through semi-structured interviews and and analyzed with Holistic in vivo coding, teachers' beliefs and practices about professional development, at a small private school-purposefully sampled-and the impact these have in what ways instructional strategies are implemented in the daily teaching practices. Findings of this case study contribute to the existing research suggesting teachers' beliefs and practices directly impact in what ways instructional strategies are implemented in the classroom, confirming further longitudinal researcher is needful to gain a greater understanding of teachers's beliefs and practices to inform structure and effectiveness of professional development to improve teacher performance and impact student learning and achievement. The researcher found teachers' beliefs impact their engagement in professional development are the deciding factor in what constitutes an effective professional development and therefore determine in what professional learning opportunities teachers are willing to participate, which, in turn, profoundly impact in what ways teachers implement instructional strategies in their everyday classrooms. Based on findings of this case study, school districts and administrators should evaluate current professional development systems and structures, obtain teacher input to guide teacher-centered topics in professional development, and collaborate with teachers to impact student learning and achievement. On a greater scale, similar longitudinal case studies would be beneficial with a great sample-size of participating teachers and students for the purpose of gaining a better and deeper understanding of teachers' beliefs and practices and the impact these have on instructional strategies and student learning.