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Open Smith March 25.Pdf The Pennsylvania State University The Graduate School Department of Adult Education THE MEANINGS OF TEACHING FROM THE PERSPECTIVE OF EXEMPLARY AND EXPERIENCED TEACHERS A Dissertation in Adult Education by Janice E. Smith 2011 Janice E. Smith Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education May 2011 ii The dissertation of Janice E. Smith was reviewed and approved* by the following: Patricia A. Cranton Professor of Adult Education Dissertation Advisor Chair of Committee Edward W. Taylor Professor of Adult Education Denise G. Meister Associate Professor of Education Gina Brelsford Assistant Professor of Psychology Gary Kuhne In Charge of Graduate Programs in Adult Education *Signatures are on file in the Graduate School iii ABSTRACT A qualitative narrative inquiry that explores the meaning of teaching and the development of that meaning throughout the career of exemplary and experienced teachers in kindergarten- through-twelfth-grade (K-12) public schools was conducted. Exemplary teachers were operationalized in this study as any of the 12 teachers chosen each year by the state of Pennsylvania as finalists for Teacher of the Year. The research questions that guided this narrative inquiry are: Which, if any, of Kegan’s (1982, 1994) developmental plateaus can be identified as current or prior meaning-making systems for these exemplary and experienced teachers? What are the current meanings of teaching for these exemplary and experienced teachers? If these meanings have changed, what was the process of change as the meanings of teaching changed throughout their career? Was this process of change developmental? What contextual influences have supported or hindered the teachers’ meaning-making? Literature that explores constructive-developmental theory, connects it to adult education, and advocates a context for learning with an appropriate mix of challenge and support is reviewed. The theoretical framework for this dissertation is Kegan’s (1982, 1994) constructive- developmental model. To contrast the recent application of constructive-developmental theory in K-12 teacher professional development to prior perspectives, five traditional and alternative lenses in the literature are reviewed: skill-acquisition, cognitive-developmental, life cycle, caring, and life history. The literature on exemplary teachers is explored, and the review finds a gap in the literature for a study that goes beneath the descriptions and behaviors of exemplary teachers and into the meanings of teaching and the ways of knowing of the teacher. iv Narrative inquiry within a qualitative research paradigm was the method of choice for this study. Narratives were compiled from the data collected (two interviews and application documents) from 21 participants. Each participant was one of the 12 Pennsylvania Teacher of the Year finalists each year from the years 1999 through 2009. The individual narratives (not the reflections) were shared with the participants as a check on the validity of the narrative. A rubric was created and used in assessing each of the teacher participant’s meaning-making according to Kegan’s (1982, 1994) theory. Five meanings of teaching for the teacher participants were found: making a difference, learning within a community, learning for a lifetime, finding challenges in constraints, and receiving from teaching. This narrative inquiry with a retrospective look at prior events was not able to answer the question of the process of change in the five meanings of teaching or change in the meaning- making structure. The contextual influences on meaning-making viewed the professional context of the teacher in the day-to-day classroom environment and also from the perspective of the expectations of the local school and the state of Pennsylvania. Context was examined both from its characteristics and from its match or mismatch with the teacher’s developmental plateau. Implications and contributions from this study for Kegan’s (1982, 1994) constructive- developmental theory, for adult education, and for teacher professional development are proposed. v TABLE OF CONTENTS List of Tables .................................................................................................................................. x List of Figures ................................................................................................................................. x Acknowledgments.......................................................................................................................... xi CHAPTER 1: INTRODUCTION ................................................................................................... 1 Teaching as a Balancing Act ........................................................................................................... 2 Background Information ................................................................................................................. 2 Teacher Retention and Attrition .............................................................................................. 3 School Culture ........................................................................................................................ 5 Teacher Professional Development ........................................................................................ 7 Teacher Development and Constructive-developmental Theory ........................................... 9 The Need for a Study of Exemplary Teachers .............................................................................. 12 Problem Statement ........................................................................................................................ 14 Theoretical Framework ................................................................................................................. 15 Methodology ................................................................................................................................. 17 Significance................................................................................................................................... 19 Definition of Terms....................................................................................................................... 21 Assumptions .................................................................................................................................. 23 Limitations .................................................................................................................................... 24 Summary ....................................................................................................................................... 25 CHAPTER 2: LITERATURE REVIEW ...................................................................................... 25 Constructive-developmental Theory ............................................................................................. 26 Adult Education and Constructive-developmental Theory ................................................... 29 vi Critiques of Constructive-developmental Models in Adult Education ................................. 31 Epistemological Development Models ................................................................................. 34 Kegan’s Constructive-developmental Model ............................................................................... 35 Empirical Studies .................................................................................................................. 43 Implications for Adult Education .......................................................................................... 46 Traditional Professional Development Literature for K-12 Teachers .......................................... 50 The Skill-acquisition Perspective: Teachers Develop Expertise .......................................... 51 The Cognitive-developmental Perspective: Teachers Develop Mature Thinking ................ 53 The Life Cycle Perspective: Teachers Develop from Life and Career Experiences ............ 54 The Caring Perspective: Teachers Develop Connections with Students .............................. 58 The Life History Perspective: Teachers Construct Their Voices ......................................... 59 Summary of the Traditional Professional Development Literature ...................................... 62 Constructive-developmental Professional Development for K-12 Teachers ................................ 63 Exemplary Teachers...................................................................................................................... 68 CHAPTER 3: METHODOLOGY ................................................................................................ 74 Research Paradigm........................................................................................................................ 74 Narrative as the Design of the Inquiry .......................................................................................... 77 Background of the Inquirer ........................................................................................................... 80 Participant Selection ..................................................................................................................... 82 Nomination and Selection of the Finalists for the PA Teacher of the Year Award .............. 83 Sampling Strategy ................................................................................................................
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