A Phenomenological Study of Classroom Teachers' Experiences as Graduate Students in a Reading Master's Program

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-1 - Division K Section 3 Poster Session 1

Abstract

The guiding objectives of this phenomenological study is to describe and understand full-time classroom teachers' lived experiences of completing course work towards a master's degree in reading education and the meaning they found through its completion in both their personal and professional lives. Five themes emerged from in-depth interviews with ten teachers including: personal motivation for pursuing the degree, the stress of juggling multiple roles, the tension of supportive yet uniformed/demanding family members, the changes in teaching practices, and the development of confidence as a literacy teacher and teacher-leader.

Author

• Suzanne L. Porath, Edgewood College & Concordia University