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ERIC Number: ED567626
Record Type: Non-Journal
Publication Date: 2014
Pages: 179
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-2524-8
Professionalism in Education: Exploring Teachers' Reflections Regarding the Perceptions of an Educator in Today's Society
Warwick, Katherine A.
ProQuest LLC, Ph.D. Dissertation, Keiser University
This qualitative phenomenological study was an investigation of the individual and collective experiences of a group of teachers in one rural elementary school. The study served to discover how one group of teachers interpreted and defined professionalism in education. Stratified purposeful sampling was utilized to select the 12 participants. Two sets of interviews were used to collect the stories and experiences of the participants. The interviews were transcribed verbatim to assist with analysis and ensure that the participants were heard. Analytic induction was employed when analyzing the data. The main themes that emerged were leadership, love for students, and school culture in regard to the development of the professional identities of the teachers. Other gaps were identified in the literature and addressed within the study, including the voices of teachers within the United States as well as the attitudes and perceptions of teachers within the field. The study demonstrated a positive voice for teachers as well as the necessity for change in terms of pre-service experiences, requirements for entry, professional development, and mentoring. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A