Professional Development Among Special Education Paraprofessionals: A Transcendental Phenomenological Study

The purpose of this transcendental phenomenological study was to describe the professional development experiences of special education paraprofessionals in two public school divisions in Virginia. The theory guiding this study was Knowles’ adult learning theory as it serves as a framework for understanding the key characteristics of professional development and adult learning. The central research question for this study was: What are the professional development experiences of special education paraprofessionals in two public school divisions in Virginia? In this phenomenological study, 10 participants engaged in interviews, focus groups, and letter-writing opportunities to share their experiences and perceptions. Participants’ responses were analyzed using methods outlined by Moustakas (1994) including the steps of bracketing experiences, phenomenological reduction, organizing ideas into themes and textural descriptions, and integrating data sources. The major themes included the importance of learner-centered approaches, barriers to meaningful professional development, helpful professional development opportunities, and crucial topics that were lacking in paraprofessionals’ previous learning opportunities.