DOI
https://doi.org/10.25772/5RKH-CS39
Author ORCID Identifier
https://orcid.org/0000-0002-3479-0456
Defense Date
2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Ross Collin
Second Advisor
Hillary Parkhouse
Third Advisor
Kurt Stemhagen
Fourth Advisor
Adai Tefera
Abstract
This study sought to develop an understanding of secondary teachers’ perceptions of liberatory (justice-oriented) professional development at three school sites in a single school district. As participants shared their perceptions, three significant themes emerged; they described 1) facing contextual constraints that limited their agency 2) desiring to be reframed as knowledge producers, yet 3) struggling to envision how their agency could support their liberation. These key findings led to an emergent theory of the Cycle of Professional Development Stagnation, a cycle involving barriers that perpetuate the framing of teachers as passive recipients of knowledge. As evidenced in this qualitative inquiry, this cycle serves as a system that can oppress secondary educators as it relates to their agency and their means for developing greater criticality. The findings from this study indicate the need for further research in the field as they highlight approaches to PD that work to discourage a more justice-oriented teacher workforce and therefore may prevent cultivation of more equitable learning environments for students.
Rights
© Christine C. Moore
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
11-17-2020