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ABSTRACT
Over $18 billion is spent annually on professional development for in-service teachers. This study examined the focus, duration, and impact of professional development activities in which elementary (students ages 5–11) and middle school (students ages 11–14) teachers participated. Ninety-eight teacher-participants completed an online survey about their professional development experiences. In the analysis of literacy survey items and mathematics survey items, there were similarities in focus areas that received greater participation and areas that received less. There were also noticeable differences in frequency of participation in literacy and mathematics professional development. Comparisons between literacy and mathematics professional development indicated that more teachers reported participating in literacy experiences. This included workshops as well as ongoing support through planning meetings and mentorship. Overall, the consensus from teachers was that professional development was effective and has a beneficial impact on their classroom. Researchers share implications for the design and research of future professional development programs.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Christie Martin
Christie Martin is an assistant professor in the Instruction and Teacher Education Department at the University of South Carolina in Columbia. Her research interests include content area writing, digital literacy, and evaluation of professional development.
Drew Polly
Drew Polly is a professor in the Elementary Education program at UNC Charlotte. His teaching and research focuses on learner-centered pedagogies that include the use of technology to support teaching and learning in mathematics.
Maryann Mraz
Maryann Mraz is a Professor in the Reading and Elementary Education Department at UNC Charlotte. She earned her Ph.D. from Kent State University and her B.A. and M.Ed. from John Carroll University, where she was awarded the Distinguished Alumni Educator Award in 2014.
Robert Algozzine
Robert Algozzine is Professor Emeritus in Educational Leadership at the University of North Carolina Charlotte.