Date of Award
9-11-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Timberly Baker
Committee Members
Gary Tiffin, Nicole Covey
Call Number
LD 251.A566d 2024 C675
Abstract
With New Mexico’s release of new K-12 social studies standards, the problem considered in this qualitative case study was teacher perception regarding their needs for professional development (PD) that is adequate to prepare them to teach the new standards which diverge from a singular cultural script. The purpose of this study was to catalogue the needs that teachers identify as necessary to support their standards implementation. Analysis of data included cataloguing teacher perceptions based on three concepts from the literature: the use of critical pedagogy, culturally relevant teaching through a responsive approach, and teacher guidance of students toward being prepared for college, career, and civic life. A spiraled data analysis process was utilized to analyze the perceptions provided by four teachers, with data results indicating 12 validated convergent focus areas for professional development and 73 additional divergent teacher ideas demonstrating both the collective and individualistic nature of teacher perspectives regarding what is important in professional development opportunities. Data collection protocols included individual interviews, a focus group, and written statements to identify what PD teachers perceive as the most important in supporting them to develop a critical pedagogy inclusive of culturally responsive classrooms which prepare students for college, career, and civic readiness. Conclusions include recommendations regarding various ways to consider the use of catalogues provided (including the use of surveys at the local level), recommendations for future research (including gathering additional considerations from teachers once they have implemented the standards), and gathering additional data on the types of strategies that teachers would like utilized during PD. Key words: critical pedagogy, culturally relevant pedagogy, culturally responsive pedagogy, culturally responsive teaching, college, career, and civic readiness, professional development.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Costales, Jacqueline D., "Professional Development Considerations: Social Studies Standards Which Diverge from a Singular Cultural Script" (2024). Student Theses and Dissertations. 14.
https://arch.astate.edu/all-etd/14
