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K-12 teachers participate in formal professional development programs to improve the art of teaching and learning. This qualitative study explored the experiences of elementary educators as they implemented their newly… Click to show full abstract
K-12 teachers participate in formal professional development programs to improve the art of teaching and learning. This qualitative study explored the experiences of elementary educators as they implemented their newly acquired blended learning skills in the classroom. Analysis of the results revealed how teachers understand and make meaning of a professional development training program experience. After formal professional development programs, district level administrators failed to support K-6 professionals who desired change at the classroom level, therefore undermining their efforts to grow. Findings point to recommendations for improving district-wide professional development programs.
Journal Title: Technology, Knowledge and Learning
Year Published: 2020
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