McMahon, Sarah Veronica

Teachers in Ontario: Needs, Interests, and Perceptions of In-Service Professional Development

Key Words: Professional Development, In-Service, Ontario

Abstract

This exploratory study examined teachers’ perceptions of in-service professional development (in-services) in Ontario in order to contribute knowledge to this understudied research area. Participants were teachers with a minimum of five years of full-time teaching experience, including at least one year of full-time teaching experience in Ontario. Semi-structured interviews were conducted to measure teachers’ perceived professional interests, needs, roles, and preferences in relation to in-services. Content analysis suggests that teachers dislike the following: in-services that focus on data and/or testing, lecture-style in-services, and deadline-oriented assignments that are introduced during in-services. Findings reveal that teachers prefer the following: in-services with fewer attendees, in-services held in school buildings, and in-services that include hands-on activities. Other findings suggest that: teachers perceive their needs and interests as dynamic and practice-oriented, teachers believe their roles in in-services include actively participating, sharing, and discussing, teachers have had negative experiences with performing leadership roles associated with in-services, and teachers believe a collaborative approach, between teachers and consultants, is the ideal way to design and implement in-services. This research has implications for the development of future professional development activities in Ontario and suggests that research continue to be conducted within the context of the Ontario education system.

Acknowledgements

Thank you to my mom and dad, and to my fiancé Alim, for their continued support, encouragement, and love. Thank you to my research supervisor, Dr. MacKinnon, for providing me with ongoing guidance and support. And to my participants, thank you for sharing your time, experience, and insights.