Date of Conferral
5-9-2024
Date of Award
May 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Jennifer Seymour
Abstract
Career and technical education (CTE) educators are inconsistently supported with professional development (PD). The inconsistent support may limit advancing teaching and learning, serving the students, and retaining CTE educators in the field. How supported CTE teachers feel with PD to implement instructional practices that serve students and encourage teachers to remain in the field was explored in this study. A basic qualitative approach was used along with the theoretical foundation of the social cognitive career theory, specifically, the interest and choice model. Semistructured interviews were conducted with ten CTE educators nationwide, and MAXQDA was used for data analysis. The data were examined by applying coding process and thematic analysis. Results indicated that CTE educators often have unhelpful PD and that PD lacks support for CTE programs. CTE educators often use technology to supplement specific needs they might need that were lacking from PD opportunities. Based on the study’s findings, it is recommended that stakeholders increase awareness about the support perceived by CTE educators, helping with retention issues and innovative education. In other words, CTE educators may urge more PD and provide directions on where PD is needed the most. The implications for positive social change include finding guidance to provide PD opportunities for CTE educators and advancing teaching and learning by understanding how current resources apply to be applied to CTE education.
Recommended Citation
Rivera, Neyla, "Understanding How CTE Educators Perceive that Professional Development Supports Educational Practices and Retention" (2024). Walden Dissertations and Doctoral Studies. 15676.
https://scholarworks.waldenu.edu/dissertations/15676
