Professional Development for Teachers of Diverse Learners: A Qualitative Study of Teacher Perceptions

• In Event: Roundtable Session 1
  In Roundtable Session: Affecting Change in English Language Learning Through Teacher Professional Development

Abstract

This study, situated within a framework of social constructivism and critical theory, investigated teachers' perceptions of the professional development content and delivery methods best suited to equip teachers to meet diverse learners’ needs (including second-language learners, those with special education needs, and others needing additional support). Ten content-area teachers at a high-poverty, demographically diverse middle school participated in interviews addressing their professional development experiences and perceptions. Findings indicated that participants felt professional development should include opportunities for practice and that important topics included language accessibility, curriculum, and classroom management. The study also found that teachers valued the learning gained in informal interactions with colleagues and sometimes equated such interactions with professional development. Implications for planning, delivery and policies are discussed.

Author

• Patricia Rice Doran, Towson University