The Development of a Place-Based Community Specific Inservice Teacher Education (PBCSITE) Model Using Cultural-Historical Activity Theory and Action Research

This dissertation explores the Place-Based Community-Specific Inservice Teacher Education (PBCSITE) model, a professional development framework that leverages local knowledge, community partnerships, and context-specific training to better prepare new teachers. Addressing the ongoing teacher retention crisis, this study examines how collaborative, culturally responsive professional development equips educators for diverse classrooms. Grounded in Cultural-Historical Activity Theory (CHAT) and using an action research approach, the yearlong study involved surveys, interviews, fieldnotes, and reflective journaling to assess and refine the model. Participants included five new teachers, thirteen veteran teachers, and two community members, alongside an analysis of student demographic and performance data. Data analysis followed a two-cycle coding approach, where primary coding identified emergent patterns through a line-by-line method, while secondary coding employed axial coding to refine themes and uncover systemic contradictions. The key findings of this research are as follows: 1) Disconnect between training and reality: Traditional programs often overlook post-COVID classroom challenges, such as trauma-affected students and social-emotional learning, necessitating localized, culturally responsive professional development; 2) CHAT framework for systemic change: CHAT revealed misalignments between theory and practice, enabling an iterative, collaborative approach to refining the PBCSITE model; and 3) improved teacher preparedness and retention: The model enhanced new teachers' understanding of their school communities, improved classroom management, and fostered confidence, reducing isolation and supporting long-term retention. These findings suggest that PBCSITE can serve as a sustainable framework for bridging the gap between traditional training and the realities of diverse classrooms. The conclusion of this action research project is that the PBCSITE model effectively bridges the gap between traditional teacher training and classroom realities through context-specific, collaborative, and iterative professional development, enhancing teacher preparedness and retention. This action research project has significant implications for policy and practice. Districts must implement localized professional development models like PBCSITE, requiring policy changes that allocate resources and establish district-level committees to ensure sustainability. By bridging theory and practice and actively engaging teachers in research, this model empowers educators, improves student outcomes, and fosters a more equitable educational landscape.