Teachers' Perceptions of Ongoing Virtual Professional Development in a Science-Infused Literacy Intervention

• In Event: Science Teaching and Learning: Curriculum

Abstract

We investigated the perceptions of treatment teachers who participated in a one-year Virtual Professional Development (VPD) embedded in a broader randomized controlled trial that targeted science-infused literacy instruction, for fifth grade English learners and economically-challenged students. Four aspects, including teachers’ application of instructional strategies, student learning, motivation and interest, technology, and challenges and recommendations of teachers, were investigated. We adopted the qualitative approach of a semi-structured interview and content analysis. Results suggested that the intervention had a positive impact on both teachers and students, and technology played a critical role in supporting teacher teaching and student learning. We advocate that special consideration be given to English language instructors’ ongoing professional development in terms of VPD length, flexibility, and meaning components.

Authors

• Shifang Tang, East Texas A&M University

• Cindy Lynn Guerrero, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station

• Fubiao Zhen, Texas A&M University - College Station

• Wenhong Guo, Texas A&M University - College Station