Adult Basic Education Teachers' Experiences with Professional Development: A Hermeneutic Phenomenological Study

Autor/in	Floyd, Joel
Titel	Adult Basic Education Teachers' Experiences with Professional Development: A Hermeneutic Phenomenological Study
Quelle	(2018), (146 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Keiser University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-7552-0
Schlagwörter	Hochschulschrift; Dissertation; Adult Basic Education; Faculty Development; Phenomenology; Reflection; Adult Literacy; Literacy Education; Teacher Attitudes; Adult Educators; Hermeneutics; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Education; Adult education; Erwachsenenbildung; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Hermeneutik
Abstract	The paucity of professional development opportunities in the adult basic education (ABE) teacher field is alarming, suggesting the need to explore the challenges that impede a stable professional development delivery among ABE teachers. Given that teacher professional development is repeatedly magnified in the K-12 educational sector, it is critical that educational leaders in the ABE field think and rethink about why professional development is lacking across the states in the ABE field. Using a phenomenological research methodology, this study served to explore ABE teachers' lived experiences with professional development. The research questions were focused on how the participants made meaning and described their experiences with professional development in the ABE field. The participants were five ABE teachers who were active teachers in one of downtown, Atlanta, Georgia's adult literacy programs. Data collection comprised interviews, a focus group, participants' reflective journals, and a member check document. Additionally, hermeneutic reduction was used to reflectively explicate the study's results. The results revealed five themes through exploration of the participants' data: (a) insufficient ABE teacher pretraining, (b) ABE teacher as independent researcher, (c) ineffective and unstructured professional development, (d) limitations in professional development, and (e) theory versus practice in professional development. The results of this study provide a comprehensive view of the challenges that ABE teachers encounter in the ABE field. The results, however, are also an indicator that the challenges that have limited stable professional development programs in the ABE field can be overcome. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01