Date of Award

Fall 10-8-2020

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.

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