Developing Literacy Teachers’ Instructional Adaptiveness Through a Two-Year Professional Learning Community

• In Event: Roundtable Session IV
  In Roundtable Session: Advancing Knowledge through Professional Learning

Abstract

In this study the authors report on interim findings from a two-year, multiple case, action research study designed to understand how participation in an ongoing professional learning community focused on teacher adaptiveness, shapes teachers’ literacy instruction within the classroom and enables them to resist pedagogical reproduction. Initial themes that have emerged from the data include craving community, commonality among differences, developmentally appropriate practice, and not being viewed as professionals.

Authors

• Andrew Huddleston, Abilene Christian University

• Stephanie Talley, Abilene Christian University

• Brooklyn Arreola, Abilene Christian University