Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

8-2021

Committee Chair or Co-Chairs

Jill Channing

Committee Members

Emily House, James Lampley, Richard Rhoda

Abstract

This qualitative, phenomenological study examines the perceptions of occupationally trained Tennessee technical college faculty on their preparedness to teach after being hired directly from industry and on the need for professional development and training on instructional and classroom strategies. Twelve semi-structured interviews were conducted by Zoom with instructors from three technical college program areas, Industrial Maintenance, Machine Tool Technology, and Welding. Participants represented institutions from each grand division of Tennessee, West, Middle, and East, plus Upper East. As a result of the data analysis, common themes, including a “here are your keys” approach to instructor induction, a reliance on other instructors for training, and the importance of timing when offering professional development and training to technical college instructors, were identified. The findings of this study exposed the perceived benefit and desire for professional development and the lack of formal training offered to occupationally trained technical college instructors. Finally, the findings from this study could be used to inform the development of professional development offerings offered by technical college administrators in Tennessee and the Tennessee Board of Regents.

Document Type

Dissertation - unrestricted

Copyright

Copyright by the authors.

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