A Critical Sociocultural Analysis of Teacher Learning in a Multiyear Professional Development Program

• In Event: Self-Study of Language and Literacy Teacher Education Practices Across Culturally and Linguistically Diverse Contexts

Abstract

Purpose
Here we share findings from a collaborative inquiry into a number of issues that affected teacher learning as it occurred within a multi-year professional development (PD) program that provided a cohort of 35 in-service public school teachers with an on-site, school embedded K-12 ESOL certification credential. The project team (faculty, instructor, and practicum coordinator) noticed discrepancies between grades in courses designed to help teachers develop particular instructional strategies for their English learners and those teachers’ classroom performance, as documented by non-graded but ongoing observations in their classrooms. This realization warranted deeper analysis and raised a number of critical questions regarding course design, expectations, delivery, professional communication styles, and (mis)alignment between targeted competencies and assignments.
Theoretical Framework
Sociocultural learning theories posit learning as socially mediated and as evidenced by change in participation in particular social activities (Borko, 2004; Rogoff, 2003). Researchers working within this perspective study teacher learning in the complex, myriad contexts in which it occurs, including their classrooms and schools (Borko, 2004), and seek to understand how certain contextual factors including role of administrative support, student characteristics and district and school policy also mediate teacher learning (Desimone, 2009). Adding critical discourse analysis (CDA) (Fairclough, 2003) to this frame means considering how the language of syllabi, observation protocols and other teacher performance criteria reflect assumptions and ideologies and therefore position stakeholders in particular ways (Caughlan & Jiang, 2014).
Methods
We employed self-study methodology because of our commitment to improving our teacher education practices while also acknowledging our roles in shaping our participants’ learning (Loughran, 2007) and its epistemological consistencies with sociocultural learning theories and CDA, in particular the critical analysis of practice and explicit naming of assumptions and values and how those shape actions and resultant teacher learner experiences (Cole & Knowles, 1998).
Data Sources
Data were collected between January 2013 and June 2015. Document analysis focused on syllabi, course grades, grades for particular assignments, classroom observation protocols (performance indicators and criteria); practicum handbook and its rubrics. Participant data included: 4-6 documented observations for each of the 35 participants; completed course assignments; final portfolios (including lesson and unit plans, teaching philosophies); four surveys; and comments on course evaluations. In addition, the project team kept notes on team meetings and recorded our reflections and notes on the annual reports we had to submit to our funder.
Findings
Findings indicated that more of the graded assignments in the coursework needed to be linked to an observable, documented classroom practice; more stake-holder investment and ownership of the classroom observational protocol is needed; and novice teacher educators participating in the project needed more support in learning how to give critical feedback to veteran teachers.
Significance
Beyond noted local significance of improving our program for the second cohort of participants, the findings contribute to larger issues and challenges of how teacher educator learning and teacher learning are inextricably linked and affected by their own institutional realities, ideological assumptions and constraints.

Authors

• Judy A. Sharkey, University of New Hampshire

• Cynthia Stacy-Sevigny, University of New Hampshire