What question did this study set out to answer?

The study aims to improve professional development access and relevance for rural K–12 educators in engineering.

March 25, 2026Education SciencesOpen Access

Teacher-Identified Needs-Driven Professional Development in Rural Education: Designing for Engineering and Interdisciplinary Integration

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The study aims to improve professional development access and relevance for rural K–12 educators in engineering.
Conducted a regional survey and in-depth interviews with teachers and administrators
Identified challenges related to professional development access, relevance, and sustainability
Designed a two-day workshop focusing on place-based education and pedagogical choice
Educators preferred hands-on, contextually relevant learning experiences
Ongoing support and community-building were deemed crucial for effective professional development
Findings support broader implications for professional development policies in various educational settings

Authors

HGHannah GlissonVirginia Tech JGJacob GrohsVirginia Tech FBFelicity BilowVirginia Tech

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Implication

This mixed-methods study examines a professional development workshop's impact on rural educators, suggesting inclusive strategies for better teaching practices.

Cite This Study

Glisson et al. (2026) studied this question.

synapsesocial.com/papers/69c37af0b34aaaeb1a67ce50 https://doi.org/10.3390/educsci16030496

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Implication

This mixed-methods study examines a professional development workshop's impact on rural educators, suggesting inclusive strategies for better teaching practices.

Teacher-Identified Needs-Driven Professional Development in Rural Education: Designing for Engineering and Interdisciplinary Integration

Key Points

Discussion

Implication

Cite This Study

Teacher-Identified Needs-Driven Professional Development in Rural Education: Designing for Engineering and Interdisciplinary Integration

Key Points

Discussion

Implication

Cite This Study

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