Empowering Teachers as Professionals: Generating Dynamic Emergent Interactions in Teacher-Centered Professional Development Experiences

• In Event: Millennium Hotel Roundtable Session 12
  In Roundtable Session: Complexity Perspectives on Teacher Professional Development

Abstract

The purpose of this case study is to discuss the ways in project personnel took a complex adaptive systems approach to the management and execution of a professional development (PD) series with 18 in-service high school teachers. To effectively achieve our project goals to generate historical inquiry-based curriculum, improve teacher self-efficacy and promote teacher leadership, we approached our interactions with the teachers and planning of the PD from a perspective of adaptability and flexibility. Our aim was to empower our participants with a real sense of ownership over their learning by treating them as experts in their field and demonstrate respect for their knowledge.

Author

• Serina A. Cinnamon, University of North Carolina at Pembroke