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Technology, Knowledge and Learning

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13-07-2018 | Original research

Changing Classroom Practice: Elementary Teacher Experiences of a Professional Development Program

Author: Jeffrey J. Puhala

Published in: Technology, Knowledge and Learning | Issue 1/2020

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Abstract

K-12 teachers participate in formal professional development programs to improve the art of teaching and learning. This qualitative study explored the experiences of elementary educators as they implemented their newly acquired blended learning skills in the classroom. Analysis of the results revealed how teachers understand and make meaning of a professional development training program experience. After formal professional development programs, district level administrators failed to support K-6 professionals who desired change at the classroom level, therefore undermining their efforts to grow. Findings point to recommendations for improving district-wide professional development programs.

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Title: Changing Classroom Practice: Elementary Teacher Experiences of a Professional Development Program
Author: Jeffrey J. Puhala
Publication date: 13-07-2018
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 1/2020
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-018-9370-3

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