Western Michigan University ScholarWorks at WMU Dissertations Graduate College 12-2007 A Narrative Inquiry of Teachers’ Perceptions Regarding Their Professional Development Experiences Theresa Andrea Nugent Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Teacher Education and Professional Development Commons Recommended Citation Nugent, Theresa Andrea, "A Narrative Inquiry of Teachers’ Perceptions Regarding Their Professional Development Experiences" (2007). Dissertations. 900. https://scholarworks.wmich.edu/dissertations/900 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. A NARRATIVE INQUIRY OF TEACHERS’ PERCEPTIONS REGARDING THEIR PROFESSIONAL DEVELOPMENT EXPERIENCES by Theresa Andrea Nugent A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Department of Educational Leadership, Research and Technology Dr. Louann Bierlein-Palmer, Advisor Western Michigan University Kalamazoo, Michigan December 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A NARRATIVE INQUIRY OF TEACHERS’ PERCEPTIONS REGARDING THEIR PROFESSIONAL DEVELOPMENT EXPERIENCES Theresa Andrea Nugent, PhD. Western Michigan University, 2007 The purpose of this narrative inquiry study was to explore teachers’ perceptions of their professional development experiences. Qualitative studies are needed to truly understand through “thick rich” descriptions (Lincoln & Guba, 1985) what is happening (or not) from the viewpoint of the classroom teacher in reference to their professional development experiences and related impact on student outcomes. In an era of accountability, teachers’ voices are essential for understanding potential connections between teacher learning, via professional development experiences, and improved student outcomes. This research project involved a purposeful sample of 8 lst-grade and 2nd-grade teachers, identified by their principals as “committed” to a life-long love of learning and to applying new knowledge gained from professional development experiences into their classrooms. These teachers reflected on the experiences they valued, how they applied their learning to support student-learning outcomes, the types of support they received, and the barriers they encountered. The findings of this study reveal that teachers value professional development experiences that improve their teaching strategies and offer relevant and practical knowledge. To be successful, teachers believe that they need more time to conduct Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ongoing informal dialogue with colleagues while applying new learning. In addition to support from colleagues, teachers benefit from the additional assistance provided by internal coaches. Teachers experience barriers related to lack of time and sense of ownership, preconceived notions, insufficient training, and management of noncompliant student behaviors. In reference to student outcomes, these lst-grade and 2nd-grade teachers primarily used their observational skills rather than formal assessments to evaluate the impact of new teacher learning on student outcomes. Most teachers did not make a formal connection between participating in professional development experiences and improved achievement from their students. These findings have important implications for the kind of support and follow-up needed in planning professional development opportunities in an era of accountability. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3293181 Copyright 2007 by Nugent, Theresa Andrea All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. ® UMI UMI Microform 3293181 Copyright 2008 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Copyright by Theresa Andrea Nugent 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS When I began this project, I never imagined the fascinating directions this research would lead me, the many people I would meet, or the diversity of experiences I would gain. There are many individuals whose support and encouragement throughout this process drove me to more than I thought possible and opened my eyes to new horizons. First, I would like to thank Dr. Louann Bierlein Palmer, my chairperson, who pushed me to stay focused and always challenged me to think critically about my research and to improve my study. Also I extend my gratitude to Dr. Gary Wegenke, who was there from the very beginning, providing advice and support, and to Dr. Patricia O’Brien who has been my lifeline advisor. She made moving 1,000 miles away from Kalamazoo to New England bearable by being nearby to help whenever I needed her. There were many times throughout this process where I feared that I would not finish. My special thanks go to Dr. Sally Jensen, my dissertation coach, who inspired me to become a better writer and thinker and offered encouragement, whenever I began to doubt myself. I also treasure the professional discussions I had with Dr. Elizabeth Kubitskey, who shared her knowledge, wisdom, and enthusiasm for professional development with me. I will always be grateful to Dr. Robert Starratt who presented the power of qualitative research. Thank you to Sue and John Morris for their assistance and support by transcribing hours of interviews and providing invaluable APA knowledge. Also, thank you to Erin Howard who volunteered her free time to edit and check tables and summaries. ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Acknowledgments—Continued Finally, I would like to thank my family for providing their unconditional love and support. I am grateful that they listened to my ranting and raving, and patiently showed interest in my research. To Becky, Kristin, Philip, and Quinn, I love all of you and am blessed to have such a loving family. Although Julie Larsen is not a blood relative, she was the angel on my shoulder who encouraged me not to give up no matter what. And lastly, to my beloved husband, Dick, who lived this project with me. He sacrificed vacations, endured sleepless nights, and comforted me when I was an emotional mess. I share this achievement with you. Theresa Andrea Nugent Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGMENTS................................................................................................. ii LIST OF TABLES.................................................................. xi LIST OF FIGURES................................................................. xii CHAPTER I INTRODUCTION....................................................................................................... 1 Problem Statement....................................................................................... 1 Conceptual Framework: Building on Previous Knowledge..................... 3 Research Questions...................................................................................... 6 Significance of the Study............................................................................. 8 Nature of the Study...................................................................................... 9 Assumptions and Delimitations.................................................................. 10 Chapter I Summary...................................................................................... 11 II LITERATURE REVIEW........................................................................................... 12 Introduction................................................................................................... 12 Professional Development Practices........................................................... 12 T eacher-Proofed Practices................................................................. 12 Eisenhower Program: New Thinking and Essential Components... 14 Current Research on Professional Development Activities...................... 18 Key Components Valued by Teachers.............................................. 18 Applying Professional Development Knowledge............................. 23 Connecting Professional Development and the Classroom............