What, When, and How Do Teachers Enact Tools From Literacy Professional Development?

• In Event: Sheraton Roundtable Session 21
  In Roundtable Session: Teacher Learning in Place-Based and Community-Based Contexts

Abstract

Though teacher professional development is often an inherent part of teachers’ work and lives, it is not always apparent if teachers learn or take up tools from these settings. The nature of what, when, and how teachers enacted tools from a literacy professional development provide the study questions and context. Drawing on qualitative coding analytics from literacy coaches’ observation protocols and teacher survey responses, results show that teachers enacted many tools, but were more likely to enact tools that were easier to implement and for teachers to enact. These versatile tools have implications on both what teachers learn, how students learn, and the design of professional development tools that will be used and appropriated (e.g., adopted, adapted, or rejected).

Author

• Huy Quoc Chung, University of California - Irvine