Date of Award

Spring 5-15-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Educational Studies

First Advisor

Dr. George Hein

Second Advisor

Dr. Martha McKenna

Third Advisor

Dr. Olga Hubard

Abstract

This study examines teachers’ professional development and learning experiences in art museums, attempting to bridge the gap in the literature regarding the links between teachers’ identities and learning experiences to their teaching, and the disparity between the needs and tenets of adult learning and the teacher professional development experiences that are offered to teachers (Mehta & Fine, 2019).

This study intended to identify the effective and meaningful features of art museum teacher professional development offerings, conceptualize teachers’ experiences in these programs and how art museums can support their own needs, personal preferences, and professional requirements. Based on a mixed-methods research design, this exploratory study utilized quantitative and qualitative data collection, via a survey of teachers participating in professional development programs at 10 U.S. art museums, followed by interviews of an intentionally selected sample of eight teachers. Art museum educator interviews provided an overview of the programs, including institutions’ official policies, agendas, and missions regarding teacher programs while framing and conceptualizing the museum’s goals and program features, such as their educational approach, design, audiences, and logistics procedures.

The results and findings show field-wide trends across program goals, components, and approaches, in addition to individual museum features. These programs provide relevant and distinctive offerings that meet a wide range of teacher needs, both personal and professional. Art museums’ active pedagogy and hands-on learning experiences, art engagement, and creativity strongly impact teachers and provide meaningful and soulful programming. Furthermore, the social aspect of learning at the art museum is utilized and promoted, creating a community of learners for teachers to collaborate and reflect on their learning or teaching with peers, while feeling a sense of belonging and connection. Based on these findings, the art museum has been shown to be a distinct and valuable professional development site, providing teachers with experiences that meet their complex and diverse needs. This rare form of high-quality programming and learning opportunities is essential for teachers, due to their unique blend of effective usefulness, in-depth and meaningful learning, enjoyment, and inspiration.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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