Prevalent Approaches to Professional Development in State 4-H Programs

Authors

Martin H. Smith, University of California
Steven M. Worker, University of California
Lynn Schmitt-McQuitty, University of California
Cheryl L. Meehan, University of California
Kendra M. Lewis, University of California
Emily Schoenfelder, University of Illinois
Kelley Brian, University of California

Volume

55

Issue

4

DOI

10.34068/joe.55.04.17

Abstract

High-quality 4-H programming requires effective professional development of educators. Through a mixed-methods study, we explored professional development offered through state 4-H programs. Survey results revealed that both in-person and online delivery modes were used commonly for 4-H staff and adult volunteers; for teen volunteers, in-person delivery was most common. Additionally, most professional development efforts were characterized as episodic, expert-led, and group-based (traditional approaches); the least common approaches were described as ongoing, learner-centered, and group-based (reform-based approaches). Interview data supported survey findings. Traditional approaches to professional development are considered ineffective; thus, the implementation of more reform-based professional development opportunities is recommended.

Creative Commons License

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Recommended Citation

Smith, M. H., Worker, S. M., Schmitt-McQuitty, L., Meehan, C. L., Lewis, K. M., Schoenfelder, E., & Brian, K. (2017). Prevalent Approaches to Professional Development in State 4-H Programs. The Journal of Extension, 55(4), Article 17. https://doi.org/10.34068/joe.55.04.17