Date of Award
5-2023
Document Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership
Department
Education
First Reader/Committee Chair
Brown-Welty, Sharon
Abstract
The purpose of this study is to determine the key design components of transformational teacher professional development programming using sensemaking theory and adult learning theory. This research study was comprised of five phases: 1) needs assessment pre-survey of participating teachers, 2) follow-up interviews with participating teachers, 3) construction of professional development session using the needs assessment pre-survey and follow-up interviews 4) professional development session presentation to teachers 5) post-survey after the professional development session repeating the needs assessment survey to compare pre to post surveys
Recommended Citation
EsquivelHofstedt, Elizabeth, "THE COMPONENTS OF PROFESSIONAL DEVELOPMENT DESIGN AND METHODS THAT TEACHERS PERCEIVE AS THE MOST VALUABLE." (2023). Electronic Theses, Projects, and Dissertations. 1724.
https://scholarworks.lib.csusb.edu/etd/1724