Micro-credentialing as an approach to educator professional learning: Voices from developers, pursuers, and assessors.

This study investigated the quality, benefits, and challenges of a micro-credentialing program implemented in one state in the United States. A mixed-methods design was used, and data was collected through two surveys with 147 educators and interviews with 24 educators. The micro-credentialing program was beneficial for educators' professional growth, and developers/assessors reported more perceived benefits than pursuers. Pursuers' satisfaction, motives to participate, experience with the micro-credentialing program, and race/ethnicity significantly predicted their perceived benefits. Challenges were related to platform, time, resources, awareness, and micro mindset. The findings can inform the development and implementation of professional learning programs and policymaking. • Micro-credentialing is beneficial for educators' professional growth. • Compared with pursuers, developers/assessors reported more perceived benefits and satisfaction. • Pursuers' satisfaction, motives, experience, and race/ethnicity significantly predicted perceived benefits. • Pursuers and developers/assessors experienced challenges related to time and schedule. • Access to resources, awareness, and micro mindset are important in micro-credentialing. [ABSTRACT FROM AUTHOR]