TEACHERS' PERSPECTIVES OF CAREER-STAGE APPROPRIATENESS OF PROFESSIONAL ...

221 Pages·2007·0.51 MB·English

TEACHERS’ PERSPECTIVES OF CAREER-STAGE
APPROPRIATENESS OF PROFESSIONAL LEARNING PROGRAMS
by
ANNA GRACE PUMA RINALDI
(Under the direction of Reba Jo Blase)

ABSTRACT
The purpose of this study was to describe teachers’ perspectives regarding career-
stage appropriateness of professional growth opportunities offered in one countywide
school system in southeastern United States. Symbolic interactionism was the theoretical
framework of the study, and the methodology was grounded theory. Face-to-face
interviews were the primary data source. Constant comparative analysis was used to
analyze the data and to generate theory grounded in the data.
Data revealed that teachers interviewed for this study believed that career-stage
appropriate professional learning is designed around three elements. The teachers
believed that professional learning is career-stage appropriate when the participants are
able to choose the content of their learning. The teachers also believed that professional
learning is career-stage appropriate when it is delivered by an experienced educator.
Finally, the teachers believed that career-stage appropriate professional learning uses
active engagement as the primary delivery method. The study also revealed that in order
for professional learning specialists to design career-stage appropriate professional
learning, they must consider not only the characteristics of adult learning but also many
other areas of adult development. Implications for future research are discussed, and
implications for practitioners, as well as for higher education, are presented.

INDEX WORDS: Professional learning, Career stages, Career-stage appropriate.
TEACHERS’ PERSPECTIVES OF CAREER-STAGE
APPROPRIATENESS OF PROFESSIONAL LEARNING PROGRAMS

By

ANNA GRACE PUMA RINALDI

B.A., Juniata College, 1974
M.A., Piedmont College, 2000

A Dissertation Submitted to the Graduate Faculty of the University of Georgia in
Partial Fulfillment of the Requirements for the Degree

DOCTOR OF EDUCATION

ATHENS, GEORGIA
2007
© 2007
Anna Grace Puma Rinaldi
All Rights Reserved
TEACHERS’ PERSPECTIVES OF CAREER-STAGE
APPROPRIATENESS OF PROFESSIONAL LEARNING PROGRAMS

by

ANNA GRACE PUMA RINALDI

Major Professors: Reba Jo Blase

Committee: Joseph Blase
Karen Jones

Electronic Version Approved:

Maureen Grasso
Dean of the Graduate School
The University of Georgia
August 2007
DEDICATION
For many Italian immigrants, getting an education helped turn the American
Dream into a reality. My family was no different. More important than attaining “the
dream,” however, is family. So when, as a young man, my father was summoned home
from flight school to learn the third generation family business, he did so without second
thoughts and relinquished his dream. Family obligations came first.
Almost 30 years ago, I started working on my master’s degree. When I became
pregnant with my first child, I discontinued my studies and focused on my new family.
When I explained to my dad that I would lose the credits I had already earned toward my
degree, he told me that an education was never lost. I started over on my master’s degree
in 1998 and completed it 2000. Now in 2007, I have completed my doctorate.
I started on my doctorate in 2003, and there were times I thought I’d never
complete it. However, I reminded myself of my dad’s words and kept working to make
my dream a reality. Sadly, I lost my dad to cancer several years ago. But I have never
lost his support and confidence.
I dedicate my dissertation to Leonard J. Puma, President, J. Puma Company,
Incorporated, my father.
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ACKNOWLEDGEMENTS
I have been blessed to have the prayers, support, and encouragement of many
important people in my life while working through the doctoral process. I happen to
know that stock in votive candles has increased tremendously. My colleagues, friends,
and family were patient with me when I shied away from committees rather than
volunteering for them, fired off curt emails instead of returning phone calls, or ordered
Chinese takeout instead of cooking dinner. Fortunately, none of us is worse for the wear!
Thanks to Doctors Jo and Joe Blase who picked me out of a crowd and suggested
I pursue my doctorate. It is entirely possible that, along the way, they questioned their
initial judgment, but they never gave up on me.
I especially thank my husband Tom, my son Tommy and his wife Sheila, and my
son Christopher, who never questioned my goal or doubted my success. I cannot forget
Snoop Dog, who sat vigil with me while I worked. I love you guys.
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TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS .................................................................................................v
CHAPTER
1 OVERVIEW OF THE STUDY .........................................................................1
Introduction ...................................................................................................1
Purpose of the Study ......................................................................................1
Background of the Study ...............................................................................2
Statement of the Problem ..............................................................................4
Guiding Research Question ...........................................................................5
Research Design ............................................................................................5
Site and Sample Selection .............................................................................6
Professional Implications of the Study ..........................................................7
Theoretical Implications of the Study ...........................................................8
Overview of Dissertation Chapters ...............................................................8
2 REVIEW OF THE LITERATURE: TEACHER SUPERVISION AND
PROFESSIONAL LEARNING ....................................................................9
History of Teacher Supervision .....................................................................9
Current Forms of Supervision .....................................................................11
Models of Professional Learning ................................................................17
Forms of Professional Learning ..................................................................19
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Theories of Teacher Career Cycles .............................................................23
Research on Teacher Career Stages ............................................................26
Enhancement of Professional Learning .......................................................28
Theory of Adult Learning ............................................................................30
Summary .....................................................................................................33
3 METHODOLOGY ..........................................................................................35
Theoretical Framework: Symbolic Interactionism ......................................35
Statement of Research Purpose and Questions ...........................................39
Site and Sample Selection ...........................................................................40
Data Collection ............................................................................................43
Grounded Theory Methodology ..................................................................46
Data Management ........................................................................................55
Credibility ....................................................................................................56
Subjectivity Statement .................................................................................60
Summary .....................................................................................................62
4 FINDINGS .......................................................................................................63
Participant Profile ........................................................................................64
Common Themes and Categories ................................................................98
Overarching Themes .................................................................................164
Differences across Career Stages ..............................................................169
5 SUMMARY, DISCUSSION, AND IMPLICATIONS .................................171
Summary ...................................................................................................171
Discussion .................................................................................................173
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Implications ...............................................................................................190
REFERENCES ................................................................................................................200
APPENDICES .................................................................................................................207
A INFORMED CONSENT FORM ...................................................................207
B DEMOGRAPHIC QUESTIONNAIRE .........................................................209
C THE LIFE CYCLE OF THE CAREER TEACHER .....................................210

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