Date of Award
1998
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The National Board for Professional Teaching Standards has developed a process for National Certification of teachers who meet defined standards. This includes a portfolio, video documentation, and an assessment process. The purpose of this study was to describe what happened to seven teachers as they sought National Board Certification. The study described how each teacher reacted to the process at various stages and the role of support during the process. The study described participants' motivations, the concerns and frustrations they encountered during the assessment, their attitudes about the reflection required for the assessment, their need for support, and their perceptions of changes in their practice. Study participants came from three states with differing support and incentive structures: North Carolina, Ohio, and Indiana. Documentation consisted of in-depth interviews with participants at specific points in the year-long process, their informal writing, videotapes they prepared for their portfolio, and observations of their classroom teaching. All participants needed some combination of intrinsic and extrinsic rewards to motivate them throughout the process. The most frustrating part of the process was the videotaping of their classrooms. Support may not be necessary, but its availability increased the confidence with which teachers attempted the process. Written reflection was an excellent part of this process for reaffirming teachers' beliefs in themselves, but not a continuing part of their practice. Teachers saw little change in their practice, but viewed this process as a validation of their current practice.
Recommended Citation
Wilson, Lucinda Mae, "Teachers Seeking National Board Certification: A Multi-State Case Study" (1998). All-Inclusive List of Electronic Theses and Dissertations. 871.
https://scholars.indianastate.edu/etds/871