ABSTRACTARE WE DUMB YET? A CASE STUDY OF THE EFFECTS OF EXCESS PROFESSIONAL DEVELOPMENT AND TEACHERS’ PERCEPTIONS OF PROFESSIONALISM IN URBAN SCHOOLSByAlethea Y. WellsThis qualitative case study combined an action research method with a first-person critical action case study to introduce a first-person action case study. This study critically explored the effects of excess professional development on teacher perceptions’ as professionals. The purpose of this first-person action case study was to address the lack of research that critically explores the impact the amount of professional development has on urban teachers’ perceptions of themselves as professionals, as well as their practice. Illich’s (1980) three dimensional theory of development was the theoretical framework used in this study and the results supported the notion that excess professional development is counter-productive, nurtures an environment of degradation, and negatively impacts teacher perceptions of themselves as professionals. The interview and observation data concluded that excess professional development negatively impacts teachers’ perceptions of themselves as professionals which negatively impacted their practice as well. This case study and the findings produced three (3) major themes: (1) Teachers equate professionalism with a high sense of morality, (2) Professional growth is driven by rewards and expectations, and (3) Teachers transform into defenders of the profession and their professional identity. This case study also introduced the need for a first-person participatory critical action approach which allowed the researcher to insert herself as a participant in the study. In this first person approach, three (3) additional findings or minor themes emerged: (a) The resiliency of the researcher had bred a sense of righteous indignation, (b) Emancipation and freedom are essential to professional growth, and (c) Urban school teachers are an endangered species. Suggestions for further research has been given in the area of teacher identity, urban teacher preparation courses, and more first-person action studies where the voice of the teacher can be heard as both the researcher and a participant.
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