Kreil, Jamie2018-08-142018-08-142018-05http://hdl.handle.net/11299/199056University of Minnesota Ph.D. dissertation.May 2018. Major: Organizational Leadership, Policy, and Development. Advisors: Catherine Twohig, Rosemarie Park. 1 computer file (PDF); vi, 179 pages.This is a case study of ABE licensure program participants who completed or are actively completing the program as a part of the professionalization process. Program participants were either pre-service (less than one year teaching experience and/or actively looking for a teaching position) or in-service (more than one year teaching experience and already hired). They may also have taken on multiple professional roles before and after program participation, and may have taught a variety of content in a variety of settings. Given this diversity of experience and work settings, research questions addressed what ABE teacher expertise looks like, how it develops through specific licensure program components, and ways in which it can continue to develop after program completion. Findings indicated that experience and time of entry into the program factored into the degree to which participants benefited from specific program components. Implications for program administrators and professional development providers outline how to remain engaged with the field, connect with K-12 practitioners, and prepare teachers on academic and practical levels.enAdult Basic EducationCredentialingExpertiseProfessionalizationTeacher EducationThesis or Dissertation