Date of Award:

8-2024

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Instructional Technology and Learning Sciences

Committee Chair(s)

Breanne K. Litts

Committee

Breanne K. Litts

Committee

Deborah Fields

Committee

Sarah Braden

Committee

Ha Nguyen

Committee

Richard Halverson

Abstract

The purpose of this study is to understand teacher professional learning through the eyes of teachers to assist them in improving their teaching and better support student learning. Teachers learn to improve their practice in many different ways and from many different sources. Researchers have studied teachers' descriptions of learning resources they value and have labeled this personal collection of resources a teacher's professional learning network (PLN). This study explored teachers' descriptions of their PLNs and closely examined what teachers do in professional learning spaces of their choosing. This study also provided teachers with an opportunity to voice what they believe to be ideal professional learning spaces and describe what they are currently experiencing in required spaces. I found that teachers use a variety of spaces, people, and tools to get better at teaching. In general, teachers look for collaborative environments in which they access expertise and ideas relevant to their practice in a way they can control. While some teachers reported positive experiences with required professional learning, many reported not experiencing these desired factors in professional learning that is required of them.

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