Appropriating and Enacting Literacy Tools While Teaching

• In Event: Professional Development in English Language Arts

Abstract

In this qualitative study I trace teachers' appropriation of literacy teaching tools from professional development and the varied ways they enacted these tools in their classrooms. Teacher appropriation is important in studying professional development because far too often studies do not account for teacher learning and how this learning sustains reform-minded practices. Using two years of qualitative data in the form of field notes, observational protocols, surveys, focus group interviews, and individual interviews I traced the appropriation of tools, how they were adapted or adopted, and the impact on instruction. Implications on designing and sustaining teacher learning in professional development are discussed.

Author

• Huy Quoc Chung, University of California - Irvine