Recentering Job-Embedded Graduate Education for Practicing Teachers

• In Event: Teacher Professional Development and Practice

Abstract

The paper brings a magnifying glass to an online, job-embedded graduate program in early learning for pre-K through third grade teachers in a large urban school district. Part of a multi-faceted early learning professional development effort funded by an Investing in Innovation grant, the graduate program was designed by university faculty in partnership with the school district. An interview study of all 29 teachers in the first cohort revealed features that contributed to and detracted from its impact on teachers’ beliefs and practices. A theme in both sets of features is the significance of the job-embedded nature of the program for the teachers’ learning. The authors discuss the findings as they relate to strengthening online, job-embedded graduate education for teachers.

Authors

• Elizabeth Bondy, University of Florida

• Darbianne Shannon, University of Florida

• Magdi Castaneda, University of Florida

• Raquel Rosa Diaz, University of Florida