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Understanding the Professional Development Needs of Teachers in Tribally Controlled Schools: A Phenomenological Study
Abstract
This article reports on the experiences of 11 teachers attending professional development workshops at four tribally controlled schools in three states, with the goal of identifying the professional needs of these teachers. With limited access to high-quality professional development programming, it is important to assess the needs of teachers at tribal schools by better understanding their experiences in professional development. Three major themes emerged from the study highlighting teacher professional development needs in tribal schools: subject and pedagogical relevance, community building, and desire for improvement.
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Cited by 2
Metadata
- Authors
- Emmons
- Corresponding author
- Emmons
- Venue
- Journal of American Indian Education
- Publisher
- Project MUSE
- Published
- 2020
- Volume
- 59
- Issue
- 2-3
- Pages
- 33
- ISSN
- 0021-8731 (ISSN-L)
- OpenAlex
- W3193507454
- Cited by
- 2
- References
- 0
- Citations by year
- 2023: 1 · 2021: 1
- FWCI
- 0.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of American Indian Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Indigenous and Place-Based Education
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- teacher professional development, tribal schools, Native American education, teacher needs, professional development workshops, community building, teacher improvement
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- CoChat. (2026). Citation check: Understanding the Professional Development Needs of Teachers in Tribally Controlled Schools: A Phenomenological Study. https://app.cochat.ai/papers/10.5749/jamerindieduc.59.2-3.0033
- The paper
- Emmons. (2020). Understanding the Professional Development Needs of Teachers in Tribally Controlled Schools: A Phenomenological Study. Journal of American Indian Education. https://doi.org/10.5749/jamerindieduc.59.2-3.0033
