Policymakers’ Perspectives on Micro-Credentials in Education

• In Event: From “Micro” to “Macro”: Exploring Possibilities for Repair in Teacher Credentialing, Evaluation, and Curriculum Policymaking

Abstract

In recent years, there has been a rapid growth in the use of micro-credentials as a type of professional development. Micro-credentials allow teachers to document professional knowledge and skills through the use of videos, work samples, and other artifacts. Using Activity Theory, this qualitative study interviewed eight policymakers in education to explore their perspectives and beliefs related to micro-credentials as a form of professional development for K-12 teachers. Policymakers’ views of the affordances and constraints of micro-credentials were explored, as well as policymakers’ perspectives on the future of micro-credentials in education.

Authors

• Madeline Stallard, North Carolina State University

• M. Gail Jones, North Carolina State University

• Katherine Chesnutt, Appalachian State University

• James Beeler, Appalachian State University