Ready for Change: Teachers' Perceptions of a Workforce Reform
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| Title: | Ready for Change: Teachers' Perceptions of a Workforce Reform |
|---|---|
| Language: | English |
| Authors: | Jeanne M. Powers (ORCID |
| Source: | PDS Partners: Bridging Research to Practice. 2025 20(3):157-168. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Teacher Attitudes, Faculty Development, Teacher Student Relationship, Teacher Collaboration, Student Needs, Educational Change, Summer Programs, College School Cooperation, State Universities, Institutes (Training Programs), Teacher Surveys, Teamwork, Elementary Secondary Education |
| Geographic Terms: | Arizona |
| DOI: | 10.1108/PDSP-05-2025-0006 |
| ISSN: | 2833-2040 2833-2059 |
| Abstract: | Purpose: In this study we assess teachers' perceptions of a summer professional development experience aimed at supporting the Next Education Workforce (NEW), a teaming initiative aimed at changing how educators collaborate and respond to student needs. Design/methodology/approach: A survey was administered to participants at the end of the professional development experience. Survey items assessed teachers' perceptions of teaming and the key elements of the initiative. Findings: The findings indicate that overall, the NEW was successful in recruiting schools and teachers who were interested in the NEW initiative and were looking forward to the process of implementing the teaming reform at their schools in the following academic year. Participating teachers were positive about their past teaming experiences and were optimistic about teaming in NEW models. Practical implications: The findings reflect the NEW's emphasis on building a constituency for the initiative within schools and providing professional development experiences aimed at supporting its refinement and expansion. Originality/value: This paper provides empirical findings that highlight the importance of providing teachers with intensive professional development experiences that support their capacities to collaborate around instructional practice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502060 |
| Database: | ERIC |
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