When Knowing is not enough: A Narrative Exploration of How K-12 Teachers Make Decisions about the Transfer of Critical Competencies from Professional Learning to Daily Practice

Bibliographic Details
Main Author:	Ballard-Jones, Nell E.
Language:	English
Published:	Antioch University / OhioLINK 2021
Subjects:	Continuing Education Education Educational Leadership Educational Evaluation Inservice Training Instructional Design Organizational Behavior School Administration Teacher Education Teaching narrative inquiry critical competencies soft skills adult learning transfer of learning/training teachers decision making professional development thematic analysis leadership
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=antioch1634209803872207

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spelling	ndltd-OhioLink-oai-etd.ohiolink.edu-antioch16342098038722072021-11-02T05:17:55Z When Knowing is not enough: A Narrative Exploration of How K-12 Teachers Make Decisions about the Transfer of Critical Competencies from Professional Learning to Daily Practice Ballard-Jones, Nell E. Continuing Education Education Educational Leadership Educational Evaluation Inservice Training Instructional Design Organizational Behavior School Administration Teacher Education Teaching narrative inquiry critical competencies soft skills adult learning transfer of learning/training teachers decision making professional development thematic analysis leadership School districts spend millions of dollars each year to provide training and learning to staff working in direct and indirect service to students (National Council on Teacher Quality, 2021). This financial commitment says nothing about what is even more important: the need for school employees and the systems in which we work to serve students more effectively. Despite vast allocations of time and money and presumably best intentions for better social and academic outcomes for students, very little data exist that reflect regular transfer and application of training/learning into professional practice (Nittler et al., 2015). By and large, schools and school systems look the same today as they did 50+ years ago despite the fact that the world looks very different and so much more is known about the cognitive process and contextual contributors involved in erudition development. Teacher application of critical competencies such as cultural responsiveness, trauma informed practices, social emotional learning and basic neuroscience in the ways they conceptualize and implement instructional practices may not be easily apparent during casual observation, yet they are inextricably linked to positive academic and social outcomes for students, thus imperative to effective professional practice. This study investigates the ways in which professional educators make decisions about the transfer and application of professional learning centered on critical competencies (soft skills) in their daily work. Narrative Inquiry (NI) provided the methodological frame for this exploratory study that through thematic analysis surfaced five key factors influencing learning transfer: Instructor/Presenter/Facilitator; Connection to Lived Experience; Relevance to Job Assignment; Alignment with Self-Identity; and COVID–19. This dissertation is available in open access at AURA (https://aura.antioch.edu ) and OhioLINK ETD Center (https://etd.ohiolink.edu). 2021-10-16 English text Antioch University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=antioch1634209803872207 http://rave.ohiolink.edu/etdc/view?acc_num=antioch1634209803872207 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection	NDLTD
language	English
sources	NDLTD
topic	Continuing Education Education Educational Leadership Educational Evaluation Inservice Training Instructional Design Organizational Behavior School Administration Teacher Education Teaching narrative inquiry critical competencies soft skills adult learning transfer of learning/training teachers decision making professional development thematic analysis leadership
spellingShingle	Continuing Education Education Educational Leadership Educational Evaluation Inservice Training Instructional Design Organizational Behavior School Administration Teacher Education Teaching narrative inquiry critical competencies soft skills adult learning transfer of learning/training teachers decision making professional development thematic analysis leadership Ballard-Jones, Nell E. When Knowing is not enough: A Narrative Exploration of How K-12 Teachers Make Decisions about the Transfer of Critical Competencies from Professional Learning to Daily Practice
author	Ballard-Jones, Nell E.
author_facet	Ballard-Jones, Nell E.
author_sort	Ballard-Jones, Nell E.
title	When Knowing is not enough: A Narrative Exploration of How K-12 Teachers Make Decisions about the Transfer of Critical Competencies from Professional Learning to Daily Practice
title_short	When Knowing is not enough: A Narrative Exploration of How K-12 Teachers Make Decisions about the Transfer of Critical Competencies from Professional Learning to Daily Practice
title_full	When Knowing is not enough: A Narrative Exploration of How K-12 Teachers Make Decisions about the Transfer of Critical Competencies from Professional Learning to Daily Practice
title_fullStr	When Knowing is not enough: A Narrative Exploration of How K-12 Teachers Make Decisions about the Transfer of Critical Competencies from Professional Learning to Daily Practice
title_full_unstemmed	When Knowing is not enough: A Narrative Exploration of How K-12 Teachers Make Decisions about the Transfer of Critical Competencies from Professional Learning to Daily Practice
title_sort	when knowing is not enough: a narrative exploration of how k-12 teachers make decisions about the transfer of critical competencies from professional learning to daily practice
publisher	Antioch University / OhioLINK
publishDate	2021
url	http://rave.ohiolink.edu/etdc/view?acc_num=antioch1634209803872207
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When Knowing is not enough: A Narrative Exploration of How K-12 Teachers Make Decisions about the Transfer of Critical Competencies from Professional Learning to Daily Practice

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