A Case Study on Contextualizing Professional Development for K-12 Teachers in Underserved Regions

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Teacher Professional Development and the Role of Context (Table 12)

Abstract

This study focuses on addressing the challenges of professional development (PD) for K-12 educators in underserved regions. It explores the implementation of the ECHO Education PD model and its subsequent redesign using the Funds of Knowledge (FoK) framework to improve participant engagement. The research presents an in-depth analysis of participant experiences, the redesign process, and changes in engagement over time. Drawing on literature and the FoK theoretical framework, the study highlights the need for adaptive and contextualized approaches in PD for educators in underserved regions. The findings provide practical insights for adapting PD programming for K-12 educators facing similar contextual challenges.

Authors

• Olajumoke Beulah Adigun, Oklahoma State University

• Dominic Siami Egure, Oklahoma State University

• Oguns Clement Audu, Oklahoma State University

• Kolawole Michael Afolabi, Oklahoma State University

• Bolanle Betty Oladipo, University of Benin Demonstration Secondary School

• Oluwayemi Osite, ECHO Education Nigeria