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ERIC Number: ED465727
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 30
Abstractor: N/A
Reference Count: N/A
National Board Certification as Professional Development: A Study That Identifies a Framework and Findings of Teachers Learning To Manage Complexity, Uncertainty, and Community.
Lustick, David
The number of teachers certified by the National Board for Professional Teaching Standards has grown exponentially in recent years, with many teachers describing the experience as exceptional professional development. This study examined what teachers might learn from the assessment process. It compared and analyzed the recorded interview responses of two groups of Michigan science teachers (those who had just completed the assessment process and those who had not yet begun), hypothesizing that important differences would exist between the two groups that might provide insight into how the experience impacted them as learners. Examining the results with a grounded theory of analysis suggested that differences existed between the two groups. National Board certification acted as a mirror for candidates to gaze into their practice and gain affirmation of their way of teaching. The National Board certification process helped teachers learn how to address and manage more effectively three inherent issues of their work such as uncertainty of outcome, complexity of task, and professional isolation. The study identified a framework for understanding candidates experiences with National Board certification. It also provided lessons learned on improving the design to identify specific standards-based teacher learning outcomes in the future. Interview questions are appended. (Contains 59 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A