Micro Credentialing for Teachers: A Case Study in Personalized Professional Development

Autor/in	Berens, Brad J.
Titel	Micro Credentialing for Teachers: A Case Study in Personalized Professional Development
Quelle	(2023), (77 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Dakota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-5552-2
Schlagwörter	Hochschulschrift; Dissertation; Microcredentials; Individualized Instruction; Faculty Development; Program Implementation; School Districts; Program Effectiveness; Program Improvement; Andragogy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Individualisierender Unterricht; School district; Schulbezirk; Andragogics; Andragogik
Abstract	Professional development for teachers must evolve to provide a personalized approach to better meet the needs of the individual. Micro-credentialing is one way to provide teachers with personalized professional development. This case study explores the implementation of a micro-credentialing course in one school district. The district selected a company that provides micro-credential courses nationwide. The theoretical framework for the study is Andragogy, the theory of adult learning (Knowles, 1984). The objective of the study is to determine to what extent micro-credentialing meets the needs of teachers, and to what extent it is effective professional development. Data for this qualitative study was collected through teacher surveys and interviews. A district administrator and a company representative were also interviewed. Analysis of the surveys and interviews revealed teachers found value in the course, they also shared suggestions for improvement. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01