Date of Award
Fall 12-2020
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Interdisciplinary Studies and Professional Development
Committee Chair
Shuyan Wang
Committee Chair School
Interdisciplinary Studies and Professional Development
Committee Member 2
Jonathan Beedle
Committee Member 2 School
Interdisciplinary Studies and Professional Development
Committee Member 3
Howard Gibson
Committee Member 3 School
Education
Committee Member 4
Lilian Hill
Committee Member 4 School
Education
Committee Member 5
Kyna Shelley
Committee Member 5 School
Education
Abstract
The use of technology has become an essential part of daily interaction in Career and Technical education learning environments. There is very little research regarding career and technical teachers’ attitudes and participation in professional development, although previous studies have been conducted referencing K-12 teachers’ attitudes. A qualitative research methodology was employed to investigated the insight of CTE teachers’ attitudes toward the professional developments that they had attended. This study also investigated whether training was appropriate to teachers’ learning needs in high school districts in MS. The population for this study included seven high school career and technical teachers in five school districts. Interviews were transcribed and coded using MAXQDA software. Findings showed that teachers were willing to attend technology-based professional development training. However, when attending trainings, trainers do not cater to their preferred learning style of hands-on experience. Also, when attending trainings, teachers do not feel that they are allowed enough time to understand, apply, and retain the information that they hoped to learn. Career and technical teachers have specific goals to achieve; one goal is to prepare students for the expectations they will encounter in the workforce. Teachers would like to receive information that is tailored toward their subject area, enabling them to use the technology tools and equipment in their learning environment. However, they reported the training received was not effective; teachers became reluctant to attend training that did not meet their need.
Recommended Citation
Hill, Natalie N., "Career and Technical Education Teachers’ Attitudes Toward and Their Participation in Technology-Based Professional Development Training in Mississippi’s High School Districts" (2020). Dissertations. 1841.
https://aquila.usm.edu/dissertations/1841
Included in
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