Teacher Learning in Early Literacy Across Career Stages: A Scoping Review

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Impacts on Teacher Knoweldge and Practice (Table 6)

Abstract

Science of Reading (SOR) rhetoric has targeted teacher education to improve early literacy outcomes, aiming primarily at pre-service teacher education programs (TEPs). This scoping review examines the existing literature to gain insight into 1) what research exists on the impacts of teacher education (TE) on early literacy knowledge and instruction as teachers progress across their careers and 2) if and how TE influences early literacy instruction of teachers over time. 18 articles met inclusion criteria, highlighting the narrow focus on TEP initial outcomes. Recommendations are made for future longitudinal research to understand TE’s long-term and practical impact in and across career stages and additional scholarship on how continuous professional development influences a teacher’s early literacy knowledge, beliefs, and instruction.

Author

• Brandi Vaughn Chapman, Clemson University