Teacher Changing the Discipline: A Case Study of Participatory Professional Development

Autor/inn/en	McKendree, R. Bud; McKim, Aaron J.
Titel	Teacher Changing the Discipline: A Case Study of Participatory Professional Development
Quelle	In: Journal of Agricultural Education, 62 (2021) 3, S.72-84 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKendree, R. Bud) ORCID (McKim, Aaron J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Case Studies; Faculty Development; Extension Education; Grounded Theory; State Universities; Agricultural Education; Natural Resources; Food; College Faculty; Educational Change; Change Agents; Specialists; Curriculum Development; Teacher Attitudes; Preferences; Learning Processes; Teacher Educators; Teacher Workshops; Michigan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Erweitertes Bildungsangebot; Staatliche Universität; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Natural Ressource; Natürliche Ressource; Lebensmittel; Fakultät; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Learning process; Lernprozess; Teacher education; Lehrerausbildung; Lehrerbildung
Abstract	In this case study, we explored an innovative Professional Development (PD) approach where teachers were positioned as experts and drivers of change. Simplified as Participatory PD, Michigan State University Agriculture, Food, and Natural Resources (AFNR) Education faculty constructed an experience for Michigan AFNR Educators following the characteristics of effective PD. We then employed a case study design to explore AFNR Educators' perceptions of the Participatory PD experience. Seventeen AFNR Educators engaged in the participatory PD. During the PD, educators were tasked with creating a state-wide AFNR Education curriculum resource. Data collection included focus group interviews with teacher-participants, a facilitator interview, researcher observations, and researcher reflections. Data were transcribed verbatim and analyzed using a multi-stage process based on the constant comparative method of analysis. Four themes emerged from the data: (a) Professional Development, (b) Learning, (c) Perspective, and (d) SBAE Change. Conclusions from the case study include a discussion of the outcomes reached by teacher-participants who engaged in the participatory PD, the essential role of collective teacher expertise in achieving those outcomes, and teacher preference for the participator PD approach. Recommendations include the need for additional research on participatory PD alongside recommendations for leaders in AFNR Education to implement participatory PD. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01