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Supporting Teacher Learning during the Professional Development Experience: The Case of National Board Certification

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Title: Supporting Teacher Learning during the Professional Development Experience: The Case of National Board Certification
Language: English
Authors: Handler, Laura K. (ORCID 0000-0002-3396-6392), Petty, Teresa M., Good, Amy J. (ORCID 0000-0001-9557-1495)
Source: Current Issues in Education. 2021 22(3).
Availability: Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
Peer Reviewed: Y
Page Count: 25
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Secondary Education
Descriptors: Teacher Certification, Faculty Development, Elementary School Teachers, Secondary School Teachers, Public School Teachers, Teacher Collaboration, Peer Relationship, School Districts, Local Government, Teacher Associations, Teacher Employment Benefits, Mentors, Educational Policy, Teacher Improvement, Educational Resources, Teacher Qualifications, Educational Needs
Geographic Terms: North Carolina
DOI: 10.14507/cie.vol22iss3.1976
ISSN: 1099-839X
Abstract: Amidst increasing globalized pressures to raise student achievement, nations are heavily investing in various forms of teacher professional development. In the United States, teachers are increasingly electing to pursue National Board Certification, yet few studies have analyzed the experience within the greater complex system of teaching and learning. Viewed from this approach, findings from this study suggest that numerous dynamic forces--relationships, partnerships, structures, and policies--interact in various patterns that can potentially support effective teacher professional development. Implications suggest a need for broader conceptualization, greater cohesion, and more strategic integration of teacher learning in education policy.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1378221
Database: ERIC
FullText Text:
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  Data: Supporting Teacher Learning during the Professional Development Experience: The Case of National Board Certification
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  Data: <searchLink fieldCode="AR" term="%22Handler%2C+Laura+K%2E%22">Handler, Laura K.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3396-6392">0000-0002-3396-6392</externalLink>)<br /><searchLink fieldCode="AR" term="%22Petty%2C+Teresa+M%2E%22">Petty, Teresa M.</searchLink><br /><searchLink fieldCode="AR" term="%22Good%2C+Amy+J%2E%22">Good, Amy J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9557-1495">0000-0001-9557-1495</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Current+Issues+in+Education%22"><i>Current Issues in Education</i></searchLink>. 2021 22(3).
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  Data: Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
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  Data: Y
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  Data: 25
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Local+Government%22">Local Government</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Associations%22">Teacher Associations</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Employment+Benefits%22">Teacher Employment Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.14507/cie.vol22iss3.1976
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  Data: 1099-839X
– Name: Abstract
  Label: Abstract
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  Data: Amidst increasing globalized pressures to raise student achievement, nations are heavily investing in various forms of teacher professional development. In the United States, teachers are increasingly electing to pursue National Board Certification, yet few studies have analyzed the experience within the greater complex system of teaching and learning. Viewed from this approach, findings from this study suggest that numerous dynamic forces--relationships, partnerships, structures, and policies--interact in various patterns that can potentially support effective teacher professional development. Implications suggest a need for broader conceptualization, greater cohesion, and more strategic integration of teacher learning in education policy.
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  Data: 2023
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  Data: EJ1378221
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        PageCount: 25
    Subjects:
      – SubjectFull: Teacher Certification
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Public School Teachers
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Peer Relationship
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      – SubjectFull: School Districts
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      – SubjectFull: Local Government
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      – SubjectFull: Teacher Associations
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      – SubjectFull: Teacher Employment Benefits
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      – SubjectFull: Mentors
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      – SubjectFull: Educational Policy
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      – SubjectFull: Teacher Improvement
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      – SubjectFull: Educational Resources
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      – SubjectFull: Teacher Qualifications
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      – SubjectFull: Educational Needs
        Type: general
      – SubjectFull: North Carolina
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      – TitleFull: Supporting Teacher Learning during the Professional Development Experience: The Case of National Board Certification
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