Impact and Quality of Microcredentialing as a Personalized Professional Learning Program for Educators

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Practice-Based Reflection and Professional Development (Table 34)

Abstract

This study employed a mixed-methods design and investigated the impact and quality of a micro-credentialing program in one southeastern state in the United States. Analysis of quantitative survey data from 147 educators and qualitative interview data from 24 educators revealed that the micro-credential developers were extremely satisfied with the program and considered it extremely beneficial, but the pursuers were moderately satisfied with the program and considered it moderately beneficial. Pursuers’ satisfaction with the program and race/ethnicity significantly predicted their views of the overall benefits of the program. The findings of this study can be used to inform program development and implementation as well as policy making in teacher education.

Authors

• Xumei Fan, University of Northern Iowa

• Ashlee A. Lewis, University of South Carolina

• Xiaobo Wei, University of South Carolina

• Joshua Watts, University of South Carolina