Date

5-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Jose Puga

Keywords

K–12 teachers, professional development, instructional practices, cultural-historical activity theory, computer-mediated communication, professional learning

Disciplines

Education

Abstract

This qualitative transcendental phenomenological study will be to describe the modality delivery experiences in instructional practice professional development for K-12 teachers at MGM School System. The central research question that will guide the study is: What are the modality delivery experiences of K-12 teachers participating in instructional practice professional developments? In addition, guiding questions will be implemented to understand the phenomenon of professional development. The guiding questions will be: What are the rules experiences of K-12 teachers participating in instructional practice professional development? What are the activities experiences of K-12 teachers participating in instructional practice professional development? What are the motivational experiences of K-12 teachers participating in instructional practice professional development? Cultural-historical activity theory will guide the study. Cultural-historical activity theory studies how human development works and how learning and development differ. The principles of cultural-historical activity theory emphasize that all activities have a structure or rules, take place under specific circumstances, can use tools to help, and serve a purpose. Study participants will be selected through a participant demographic survey. The study will be conducted through purposeful criterion sampling and data collection methods using individual interviews, professional learning observations, and specially prepared questionnaires. The transcendental phenomenological reduction process will be used for data analysis.

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