Date of Award

4-15-2025

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Rebecca Stephenson

Second Advisor

Karen Huchting

Third Advisor

Mary McCullough

Abstract

Entering the profession with vastly different preparation and perspectives, teachers encounter diverse students, complex contexts, and shifting expectations for which they frequently find themselves underprepared by their preservice training. With greater awareness emerging about the significant effect that individual teachers have on student outcomes, and an understanding that the knowledge and mindsets needed for optimal instruction cannot be fully developed during preservice education, teachers need effective paths for ongoing professional development (PD). Self-directed PD, with its capacity for customization in content and pacing, has the potential to more effectively foster meaningful and continuous teacher learning. Through autoethnographic methods (e.g., Adams et al., 2015; Chang, 2013; Ellis, 2013; Ellis & Bochner, 2000; Holman Jones et al., 2013; Starr, 2010), this study sought to bridge the knowledge gap related to self-directed PD processes by investigating my journey of teacher development. Using the Five Lenses Conceptual Framework I developed based on over two decades of teaching experience and supported by extensive research, and using the theoretical framework of adaptive expertise (e.g., Bransford et al., 2005b; Hammerness et al., 2005; Hatano & Inagaki, 1986; Hayden et al., 2013; Pelgrim et al., 2022), I investigated the development of my identity, roles, and growth over two decades of teaching, and I explored how a systematic PD practice during one specific year facilitated more consistent and effective growth. The study reflects the impact of self-directed, systematic reflective teacher practices that can guide teacher growth in ways that support improved student outcomes. Effective PD paths are essential for educators seeking to be agents of change for students, especially given the complex and frequently shifting challenges of diverse student needs, inconsistent support, and socio-political inequities.

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