Comparative study of teachers’ perception of the effectiveness of PD in France and South Carolina

• In Event: Policy Meets Practice: Comparative Insights on Teacher Development and Curriculum Reform

Proposal

Introduction

The objective of the proposed study is to analyze teachers’ perceptions of the effectiveness of continuing professional development in France and in South Carolina. Understanding professional development’s impact is crucial because numerous factors impact student learning, but the classroom teacher is the most important. Continuing teacher professional development is a critical part of the overall health of schools, and to better understand how teachers experience and evaluate this critical aspect of school improvement, a qualitative methodology provided the best insight as to what extent the various groups of teachers perceive their professional development to be effective. Numerous studies have been conducted in both the United States and France; however, a comparative analysis has not been conducted on this topic before between South Carolina and France. The data provided by this study was the first of its kind, and it may further the close relationship the state has with France.
The research questions guiding this study are the following:
How effective do South Carolina and France high school teachers perceive their professional development to be?
How can educational leaders help enhance teachers’ experience with professional development?

Conceptual framework
This study analyzes the perceived effectiveness of teachers' professional development through the lens of Knowles's and Vygotsky's theories.
Knowles (1980) developed the concept of andragogy, the art and science of helping adults learn. Knowles focuses on the adults’ maturity and ability to understand their own learning, and his model has five tenets: Self-concept - adults need to have authority over their learning and are able to make their own decisions. Readiness - adults want to learn things that are relevant in a real-life context. Motivation - adults are intrinsically motivated by various value drivers. Experience - adults have a depth of experience to draw on and apply to new learning. Orientation - adults are engaged by learning that is problem-centered and practical.
Vygotsky’s sociocultural theory (SCT) poses that human development relies on social interaction and, therefore, can differ among cultures. He argued that higher mental abilities could only be attained through interaction with more knowledgeable others (MKO) and developed from memory and perception through the influence of social interactions. Vygotsky’s sociocultural theory is key to comparing teacher professional development across countries because it emphasizes the role of culture, social interaction, and context in learning. It highlights how support systems like mentorship and collaboration shape growth within each country's unique educational environment. This perspective allows for a deeper understanding of how teachers develop professionally, beyond surface-level program comparisons.

Methodology
The study used a qualitative research design to dive deeply into the experiences of a small number of people (Creswell & Poth, 2018). A qualitative methodology allowed the researcher to gain a deeper understanding of the study participants' perceived experiences. The researcher conducted a phenomenological study and used semi-structured interviews to collect data from fifteen participants, eight from South Carolina and seven from France. The study explored teachers’ experiences and perceptions of professional development in France and South Carolina. Shared experiences like these may be termed phenomena (Creswell & Poth, 2018). It is appropriate to use a phenomenological design when the study aims to analyze the meaning of people's commonly lived experiences. This type of research describes and interprets the participants’ perspectives and shines a light on what they experience and how they experience it (Wertz et al., 2011). To ensure reliability, the researcher asked each participant the same questions in the same order. The interviews were recorded and transcribed. Once transcribed, the researcher analyzed the data and found emerging themes.
Findings
After interviewing the participants via Zoom and in person, eight central themes emerged that reflect teachers’ perspectives on professional development (PD).
The first theme was a lack of relevance, as many teachers felt PD sessions were too general, not content-specific, and failed to address differences between novice and veteran educators. Closely tied to this was the second theme, lack of differentiation, since PD was often delivered in a “one-size-fits-all” manner despite teachers’ varied content areas and levels of experience.
The third theme focused on a lack of accountability, with participants describing most PD as isolated events that lacked follow-up, modeling, or opportunities for reflection. To address this, teachers emphasized the fourth theme, teacher-led professional development, highlighting the credibility and relevance of PD when facilitated by peers actively working in classrooms.
The fifth theme identified the value of college professors as More Knowledgeable Others (MKOs), particularly for refreshing content and addressing generational gaps. Similarly, the sixth theme stressed the need for teenage psychology reinforcement, as teachers felt underprepared for evolving student behaviors.
The seventh theme, more exchanges with peers, underscored the benefits of PLCs for collaboration and empowerment. Finally, the eighth theme, discover AI, reflected teachers’ interest in structured training to integrate emerging technologies.
Conclusions and Recommendations
Despite cross-cultural and systemic differences between the French and South Carolinian educational systems, similarities emerged between the two study participant groups. Teachers from France and South Carolina value professional development that respects their professional autonomy, provides strategies they can implement in their classrooms, and fosters peer collaboration. Teachers heavily criticized programs that were not properly aligned with their content area or level of expertise. Teachers in both France and South Carolina perceive professional development as most effective when it is relevant, collaborative, and responsive to their unique contexts. In France, professor-led sessions and psychology refreshers help bridge generational divides, while in South Carolina, teacher-led PD and PLCs foster practical growth. Together, these perspectives highlight how re-examining education—through equity, dialogue, and shared learning—can cultivate peace and understanding in an increasingly divided world. These findings suggest a universal need to design PD programs prioritizing practical relevance, scaffolded learning, and collaborative structures. By aligning with the principles of andragogy and ZPD, policymakers and educators can create PD experiences that empower teachers, bridge cultural divides, and ultimately enhance teaching practices and student outcomes.

Author

• Nicolas Philipp, Southside High School