School of Education


Doctor of Education in Educational Leadership (EdD)


John Duryea


case study, audio video technology and film, career technical education, constructivist theory


Educational Leadership


The purpose of this qualitative case study was to provide a deeper understanding of audio video technology and film (AVTF) teachers’ preparedness to teach this curriculum in the state of Georgia. Their preparedness will generally be defined as the degree of formal training, or lack thereof, for teaching the AVTF curriculum in Georgia public schools. The research questions were as follows: Central Question: To what degree are current AVTF teachers’ formal training experiences sufficient in teaching a CTE course offering? Sub-Question 1: What are AVTF teachers’ training experiences? Sub-Question 2: What research-based teaching strategies are employed by AVTF teachers? Sub-Question 3: What kinds of teaching resources are available and to what extent are they obtained? In this qualitative case study, the sample included AVTF teachers from 12 schools across the state of Georgia. Teachers who have not received formal teacher education training in AVTF and have taught other high school courses at least five years were the focus of the study. The research questions were analyzed through the use of semistructured interviews, documentation, a written letter component to the state agency overseeing formal training, and an online focus group. The data revealed that teacher preparedness, with regard to the training that was available to them, as well as the teaching strategies and teaching resources that are utilized, is not sufficient based on current practices. The themes that were developed in this study that were used to determine that preparedness included instruction, teaching experience, resources, certification, and prior experience. The qualitative data collected through this study provided a deeper understanding of the instructors’ situation by examining the context of the problem through a bounded system.