Addressing Power Imbalances in Teacher Professional Development Research with Qualitative Methods
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.
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.
Comments
Breakout Session C