Virtual Professional Development for Enhancing Teacher Leaders' Linguistic Competency in Teaching

• In Event: Transformational Leadership in Education: Cultivating Culturally Responsive Practices and Shared Leadership for Diverse Learners

Abstract

We provided virtual professional development (VPD, Author et al., 2017a) via Massive Open Online Professional Individualized Independent Learning (MOOPIL, ©2022), focused on enhancing teacher leaders' instructional capacity at the intersection of language and culture. Data were collected from ninety-nine teacher leaders using questionnaires and retrospective reflections. Quantitative data were analyzed through demographic information, cross-tabulation, and frequency counts. Qualitative data, collected via open-ended questions and written reflections, were analyzed using constant comparative methods (Strauss & Corbin, 1990). Responses were coded to identify themes and trends. We argue that VPD MOOPILs can raise teachers’ awareness of language and cultural responsiveness, emphasizing the need for transformative practice based on new learning.

Authors

• Roya Pashmforoosh, Texas A&M University

• Beverly J. Irby, Texas A&M University

• Rafael Lara-Alecio, Texas A&M University

• Fuhui Tong, Texas A&M University