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Technology, Knowledge and Learning
Erschienen in: Technology, Knowledge and Learning 1/2020

13.07.2018 | Original research

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

verfasst von: Jeffrey J. Puhala

Erschienen in: Technology, Knowledge and Learning | Ausgabe 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.
Vorheriger Artikel Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology
Nächster Artikel Predictors of K-12 Teachers’ Instructional Strategies with ICTs

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Metadaten
Titel
Changing Classroom Practice: Elementary Teacher Experiences of a Professional Development Program
verfasst von
Jeffrey J. Puhala
Publikationsdatum
13.07.2018
Verlag
Springer Netherlands
Erschienen in
Technology, Knowledge and Learning / Ausgabe 1/2020
Print ISSN: 2211-1662
Elektronische ISSN: 2211-1670
DOI
https://doi.org/10.1007/s10758-018-9370-3

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