Kindergarten through 12th grade math and science teachers' perceptions of the impact professional development has on their teaching practice.

摘要

Feeling the pressure to be of the highest quality and to ensure all students meet stringent performance standards, educators rely on professional development opportunities to improve their practice. This qualitative study electronically surveyed teachers to gather perceptions regarding the impact professional development had on teaching practice. Surveys and interviews of administrative personnel charged with professional development oversight were also utilized. Descriptive statistics are presented in table and narrative formats, and are organized according to six research questions outlined for this study. This study demonstrated the need to more effectively plan, implement, and evaluate professional development program philosophy and activities. The research has implications for professional development providers to ensure the effectiveness of professional development opportunities for educators.