Teacher Professional Development in a Pandemic and Post-Pandemc Era: Does Practice Reflect Adult Learning Theory?

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Bibliographic Details
Title:	Teacher Professional Development in a Pandemic and Post-Pandemc Era: Does Practice Reflect Adult Learning Theory?
Authors:	Sykes, Melissa Miller¹ sMMSykes88@gmail.com, Mraz, Maryann¹ MEMraz@charlotte.edu
Source:	Issues in Teacher Education. Spring2025, Vol. 34 Issue 2, p41-62. 22p.
Subject Terms:	Adult learning, Educational leadership, Teacher development, Educators, Qualitative research, Distance education
Abstract:	This research studied the ideas, theories, and practices of instructional leaders, as presented through analysis of Knowles adult learning theory. Specifically, the study explored the ways instructional leaders do and do not consider adult learning realities in their planning and implementation of virtual professional development. A qualitative case study research design based on interviews, observations, and document analysis was used to examine the decisions and implementation of professional development created by instructional leaders in relation to the principles that drive adult learning. Data illustrated that adult learning concepts were present in the planned professional development sessions of each participant, though sometimes loose connections were made. Additionally, the data analysis demonstrated a reality that instructional leaders’ beliefs can drive what content is shared with teachers, and is based on personal preference and the instructional leader’s perceived understanding of teachers’ needs. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This research studied the ideas, theories, and practices of instructional leaders, as presented through analysis of Knowles adult learning theory. Specifically, the study explored the ways instructional leaders do and do not consider adult learning realities in their planning and implementation of virtual professional development. A qualitative case study research design based on interviews, observations, and document analysis was used to examine the decisions and implementation of professional development created by instructional leaders in relation to the principles that drive adult learning. Data illustrated that adult learning concepts were present in the planned professional development sessions of each participant, though sometimes loose connections were made. Additionally, the data analysis demonstrated a reality that instructional leaders’ beliefs can drive what content is shared with teachers, and is based on personal preference and the instructional leader’s perceived understanding of teachers’ needs. [ABSTRACT FROM AUTHOR]
ISSN:	15363031