| This dissertation examines the various ways that teachers in two school districts in rural northern Wisconsin participate in professional development. This case study research analyzes interview data with two teachers, their administrators, and a Cooperative Educational Service Agency professional using a critical sociocultural framework in order to understand the intersections of rurality and professional development in the teachers' personal and professional lives. Participants' stories revealed that there are many barriers that make the process of engaging in professional development difficult: long distances, lack of economic resources, and heavy workloads that require a lot of time and energy both inside and outside of school. Despite these challenges, the participants in this study found systems of support among their colleagues and within district policies to allow for professional learning. By examining participants' narratives in light of dominant narratives about rural people and places, this study also finds that rural teachers' personal and professional lives intersect in complex and nuanced ways particular to their individual rural contexts. Finally, this study calls for deeper and more robust research about the intricate connections between rural teachers' professional lives and the context in which they teach. |
