Addressing Power Imbalances in Teacher Professional Development Research with Qualitative Methods

Presenter Information

Mary Theresa Kiely
Kristin Murphy

Format Type

Paper

Start Date

January 2012

End Date

January 2012

Abstract

Professional development research with teachers has an inherent power imbalance. It is imperative to make sure teacher perspective is considered. Teacher voice has been marginalized and suppressed in the professional development literature. We examine and demonstrate how qualitative methods can address these issues and improve participant experience.

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Addressing Power Imbalances in Teacher Professional Development Research with Qualitative Methods

Professional development research with teachers has an inherent power imbalance. It is imperative to make sure teacher perspective is considered. Teacher voice has been marginalized and suppressed in the professional development literature. We examine and demonstrate how qualitative methods can address these issues and improve participant experience.