A Phenomenological Study of String Teacher Perceptions of Professional Development at Three Career Stages

This hermeneutic phenomenological study aims to understand the perceptions of elementary and secondary string teachers’ experiences with quality professional development from early-, middle-, and late-career stages. This study analyzes perceptions of quality professional development for music teachers, including content-related, evidence-based, applicable, relevant, collaborative, providing feedback, actively involving teachers in learning, longitudinal, coherent, and allowing for reflection. It follows a hermeneutic phenomenological research design guided by the theory of human motivation and aims to understand how professional development affects teacher needs. Participants include elementary and secondary string teachers across the United States from early-, middle-, and late-career stages. String teachers sampled for this study must currently teach at least one violin, viola, cello, or string bass class in heterogeneous or homogenous settings as full-time instructors in elementary, middle, or high schools. Participants must have experience participating in professional development either within or outside the school district. The researcher uses interviews, reflection journals, and professional development artifacts to understand the participants’ perspectives and experiences with professional development. The final analysis and coding of the second interview provide data for the researcher to develop significant themes in response to the research questions. The researcher gives the study results and discusses the emerging themes to establish conclusions. Finally, the researcher provides recommendations for future research based on the study results.