Perceptions of Occupationally Trained Technical College Faculty on their Preparedness to Teach and on the Need for Professional Development: A Phenomenological Study
EdD (Doctor of Education)
Date of Award
Committee Chair or Co-Chairs
Emily House, James Lampley, Richard Rhoda
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.
Dissertation - unrestricted
Hudson, Brandon, "Perceptions of Occupationally Trained Technical College Faculty on their Preparedness to Teach and on the Need for Professional Development: A Phenomenological Study" (2021). Electronic Theses and Dissertations. Paper 3934. https://dc.etsu.edu/etd/3934
Copyright by the authors.
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