Trainers\u27 perspectives of teacher professional development

Considerable attention in the literature has been given to perspectives of teachers and administrators regarding effectiveness of professional development for teachers. However, there is a paucity of research regarding perspectives of trainers and facilitators of professional development for educators. Thus, this dissertation study focused on trainers’ perspectives on effective professional development. More specifically, the study investigated these research questions: (1) What goals and objectives do trainers set for their professional development sessions?; (2) How do trainers facilitate professional development?; (3) How do trainers know they achieved the goals and objectives of their professional development?; (4a) Why do trainers do what they do and in the manner they do it?; and (4b) Why do they think their approach is effective? This study utilized a qualitative research design, and more particularly a phenomenological approach using semi-structured interviews. The participants consisted of three professional development facilitators with varying degrees of experience. Data were analyzed using the Interpretative Phenomenological Analysis method (Smith, Flowers, \u26 Larkin, 2009). The findings showed that professional development facilitators set goals for their professional development sessions based on teachers’ instructional needs and then provide active learning opportunities tailored to teachers’ needs and interests. They seek feedback from teachers and schools to determine if they have achieved their professional development goals. The feedback also helps them to find out if the professional development has met the schools’ and teachers’ expectations. In addition, four themes emerged from the findings. Implications of the findings for effective professional development and future research directions are provided