Xumei Fan , Xiaobo Wei , Ashlee Lewis , Joshua Watts
{"title":"Micro-credentialing as an approach to educator professional learning: Voices from developers, pursuers, and assessors","authors":"Xumei Fan , Xiaobo Wei , Ashlee Lewis , Joshua Watts","doi":"10.1016/j.tate.2024.104700","DOIUrl":null,"url":null,"abstract":"<div><p>This study investigated the quality, benefits, and challenges of a micro-credentialing program implemented in one state in the United States. A mixed-methods design was used, and data was collected through two surveys with 147 educators and interviews with 24 educators. The micro-credentialing program was beneficial for educators' professional growth, and developers/assessors reported more perceived benefits than pursuers. Pursuers' satisfaction, motives to participate, experience with the micro-credentialing program, and race/ethnicity significantly predicted their perceived benefits. Challenges were related to platform, time, resources, awareness, and micro mindset. The findings can inform the development and implementation of professional learning programs and policymaking.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0000,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24002324","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study investigated the quality, benefits, and challenges of a micro-credentialing program implemented in one state in the United States. A mixed-methods design was used, and data was collected through two surveys with 147 educators and interviews with 24 educators. The micro-credentialing program was beneficial for educators' professional growth, and developers/assessors reported more perceived benefits than pursuers. Pursuers' satisfaction, motives to participate, experience with the micro-credentialing program, and race/ethnicity significantly predicted their perceived benefits. Challenges were related to platform, time, resources, awareness, and micro mindset. The findings can inform the development and implementation of professional learning programs and policymaking.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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