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

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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]
Copyright of Issues in Teacher Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teacher Professional Development in a Pandemic and Post-Pandemc Era: Does Practice Reflect Adult Learning Theory?
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  Data: <searchLink fieldCode="AR" term="%22Sykes%2C+Melissa+Miller%22">Sykes, Melissa Miller</searchLink><relatesTo>1</relatesTo><i> sMMSykes88@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Mraz%2C+Maryann%22">Mraz, Maryann</searchLink><relatesTo>1</relatesTo><i> MEMraz@charlotte.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Issues+in+Teacher+Education%22">Issues in Teacher Education</searchLink>. Spring2025, Vol. 34 Issue 2, p41-62. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Adult+learning%22">Adult learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink>
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  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Issues in Teacher Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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      – SubjectFull: Adult learning
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      – SubjectFull: Educational leadership
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      – SubjectFull: Teacher development
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      – SubjectFull: Qualitative research
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      – SubjectFull: Distance education
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              Text: Spring2025
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