Date of Award
11-2021
Rights
© 2021 Matthew E. Speno
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Ella Benson
Second Advisor
Staci Grasky
Third Advisor
Donald Cannan
Abstract
The secondary education system in the United States provides the opportunity for students to earn a high school diploma in preparation for post-secondary college and career. These students are taught by certified high school teachers with similar pedagogy but deliver instruction in different content areas. This qualitative study was conducted to understand how rural CTE high school teachers describe their lived experience of being a member of the secondary education teaching corps. Guided by two research questions that ask (1) how rural CTE teachers describe their teacher professional identity and (2) how rural CTE teachers characterize the role of vocational training in secondary education, the study used transcendental phenomenology as a methodology to explicate data collected through semi-structured interviews of six certified rural CTE high school teachers. The explication process followed Moustakas’ (1994) modification of the van Kaam method of analysis of phenomenological data. From the development of individual textural-structural descriptions of the phenomenon, a composite synthesis of data resulted in a description of the essences and meanings of the experience of teacher professional identity by the participant group. These findings indicate rural CTE high school teachers exhibit attributes of Teacher Professional Identity and Teacher Agency in their lived experience as a secondary education teacher.
Preferred Citation
Speno, Matthew E., "The Lived Experience Of Rural CTE Teachers As Members Of The Secondary Education Teaching Corps" (2021). All Theses And Dissertations. 400.
https://dune.une.edu/theses/400
Included in
Educational Assessment, Evaluation, and Research Commons, Secondary Education Commons, Secondary Education and Teaching Commons
Comments
Ed.D. Dissertation