Teacher Perceptions of Changes to Literacy Instruction After Professional Development in Science

• In Event: Professional Development in Literacy Across Contexts

Abstract

This study examines how teachers’ professional development experiences in science instruction transferred learning to their approach to literacy instruction. These shifts in practice will be necessary for elementary educators as the demands of content learning and literacy learning continue to increase for teachers. The purpose of this case study was to examine teachers perceptions of literacy instruction before and after participating in professional development on science education. The objective of the study was to see what pedagogical knowledge transfers from a science context to a literacy context without explicitly addressing similarities in contexts within the PD. Therefore, the research question is: How do teachers perceptions change regarding literacy instruction after participating in science professional development?

Authors

• Jennifer M. Thoma, Drake University

• Jesse Wilcox, Simpson College