Montclair State University Montclair State University Digital Commons Theses, Dissertations and Culminating Projects 1-2019 Hidden in Plain Sight : Knowledge Broker Teachers and Professional Development Margaret M. Jusinski Montclair State University Follow this and additional works at: https://digitalcommons.montclair.edu/etd Part of the Teacher Education and Professional Development Commons Recommended Citation Jusinski, Margaret M., "Hidden in Plain Sight : Knowledge Broker Teachers and Professional Development" (2019). Theses, Dissertations and Culminating Projects. 223. https://digitalcommons.montclair.edu/etd/223 This Dissertation is brought to you for free and open access by Montclair State University Digital Commons. It has been accepted for inclusion in Theses, Dissertations and Culminating Projects by an authorized administrator of Montclair State University Digital Commons. For more information, please contact [email protected]. HIDDEN IN PLAIN SIGHT: KNOWLEDGE BROKER TEACHERS AND PROFESSIONAL DEVELOPMENT A DISSERTATION Submitted to the Faculty of Montclair State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy by MARGARET M. JUSINSKI Montclair State University Upper Montclair, NJ November 2018 Dissertation Chair: Dr. Michele Knobel Copyright © 2018 by Margaret M. Jusinski. All rights reserved. ABSTRACT HIDDEN IN PLAIN SIGHT: KNOWLEDGE BROKER TEACHERS AND PROFESSIONAL DEVELOPMENT by Margaret M. Jusinski This qualitative study was prompted by initiatives that addressed the need for teachers to engage in professional development that enables them to be 21st century ready. Recommendations put forth by government and business have stressed that professional development foster connected teaching and create networked educators by emphasizing peer-to- peer collaboration and sharing. Despite this focus, little attention has been paid to the role that regular teachers play in becoming professional developers for their colleagues. My study investigated how four K-12 teachers, that I termed “knowledge broker teachers,” created new pathways for informal, teacher professional development in their schools. Extending on the concept of “knowledge brokers” from business studies, knowledge broker teachers serve as an informal source of professional development, moving knowledge from those who have it to those who need it. This study’s purpose was to examine examined how knowledge broker teachers built and shared their knowledge, and to identify their attributes. I applied a situated learning approach to frame this study, emphasizing the social nature of learning. Participants included four K-12 knowledge broker teachers and 12 of their teacher colleagues with whom they shared knowledge. Data collection included the use of interviews with participants and screen casts of the knowledge broker teachers’ online activity. Data analysis employed open coding to generate categories, then themes. Three findings about knowledge broker teachers emerged: brokers, brokering, and brokerage. Brokers encompassed the context-dependent ways the four knowledge broker iv teachers shape-shifted and assumed different personas (e.g. knower-learner, comrade, cheerleader, shrinking violet) enabling them to be knowledge broker teachers. Brokering entailed the processes they used to build and share knowledge. These included processes of making connections through online and face to face opportunities, taking advantage of moments of kismet, and tailoring knowledge to match their colleagues’ ability. Brokerage involved the actions that affected the quality of social relationships and the emergence of trust between the knowledge broker teachers and their colleagues. Brokerage actions presented by the knowledge broker teachers included giving and taking knowledge with colleagues, recognizing and honoring their colleagues’ potential, and being expected to go above and beyond. My study recognized the existence of knowledge broker teachers and their effect on informal professional development. However, given the findings, formalizing their roles in schools may have a detrimental effect on their ability to build and share knowledge. Considering ways to leverage these findings may provide new ways for thinking about informal teacher professional development. Keywords: education, knowledge brokers, knowledge broker teachers, informal professional development, teacher professional development, teacher knowledge, teacher learning, situated learning v ACKNOWLEDGEMENTS As a wife, mother, and full-time teacher, completing a doctoral program was a challenging task. Juggling my responsibilities at home, taking classes at night, and carving out time on weekends and vacations to read, conduct research, and write was a daunting task. However, the support of so many special people helped to make every minute of my doctoral journey worthwhile and personally fulfilling. Most importantly I wish to thank my advisor, Dr. Michele Knobel. Her breadth of knowledge, instantaneous accessibility, sense of humor, open-mindedness, unwavering support, and penchant for late night meetings and Skype calls enabled me to finish my dissertation. Beyond a doubt, she is the prototypical dissertation advisor. I am so grateful for having the good fortune to have her as my guide on this journey. Dr. Emily Hodge and Dr. Jeremy Price eagerly agreed to join my dissertation committee. They provided me with exceptional critical feedback and supportive advice. Their ability to push my thinking ensured that my dissertation was thorough and thought-provoking. I cannot thank them enough for their assistance. Special acknowledgement must be given to Dr. Ana Maria Villegas for her vision in spearheading and leading the Teacher Education and Teacher Development (TETD) program at Montclair State University. Participating in this program has been a life-changing experience for me. Additional acknowledgements to all my professors in the TETD program who shared their rich and varied insights. Learning from them enabled me to discover and refine my interests. Marcia Adirim has been the key in keeping me, and the other doctoral students, informed about deadlines and paperwork. She is beyond amazing! vi My TETD colleagues, near and far, old and new, have been the most supportive group of future teacher educators one could ever want. I will always remember fondly the dozens of productive study sessions that never lacked for good food and conversation! However, some colleagues should be specially acknowledged. My good friends, Shelley Kurland and Beverly Plein are to be thanked for their tireless support, encouragement, and words of wisdom. They both paved the way for me, and I couldn’t ask for better exemplars. Todd Bates, the “dissertation whisperer,” has been the force that really helped me understand what I was researching. His use of Post-It Notes, drawings, and quantum thinking is clearly the stuff of TETD legend. Meghan Bratkovich. possesses many gifts that pushed me through the final stretch, such as finding the best words in the English language to express a thought, and, of course, baking the most delicious lemon poppy cookies. Charity Dacey has been with me since the start of this journey. Her sense of humor and collegiality always reassured me that I was not alone in my doctoral journey. All my knowledge broker teachers and their colleagues are to be acknowledged for their friendliness, insights, and honesty. Without their willingness to spend time with me and share their stories, this study would have been impossible. My husband, Stephen, enabled me to finally check off the “complete a dissertation” line on my bucket list. I love him dearly and thank him for all he does to support my personal growth. Last, but not least, my daughters, Katie and Ava, this dissertation is proof that “girls can do anything.” Dream big! vii DEDICATION To my loves, Stephen, Katie, and Ava. To all the knowledge broker teachers who make a difference, while you may be hidden in plain sight, your influence is clearly visible. viii TABLE OF CONTENTS ABSTRACT ................................................................................................................................... iv ACKNOWLEDGEMENTS ........................................................................................................... vi DEDICATION ............................................................................................................................. viii LIST OF TABLES ....................................................................................................................... xiii LIST OF FIGURES ..................................................................................................................... xiv CHAPTER 1: 21ST CENTURY TEACHERS ............................................................................... 1 Background to the Study ................................................................................................................. 1 Statement of the Problem ................................................................................................................ 3 Purpose of the Study ..................................................................................................................... 11 Conclusion .................................................................................................................................... 11 CHAPTER 2: THEORETICAL FRAMEWORK AND LITERATURE REVIEW ..................... 14