Professional Learning and Novice Teachers' Pedagogical Decision Making: A Literature Review

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

Abstract

While divisive narratives around NAEP scores and teaching reading have brought an increase in attention to preservice teacher education initial outcomes, markedly less has explored novice teachers’ early literacy pedagogical decisions over time. The literature review examines how school contexts support or constrain novice teachers' early literacy instructional decisions and how professional learning might mediate these tensions. Three themes emerged and provide implications for future research reconstructing discourses of preparing K-3 early literacy teachers.

Author

• Brandi Vaughn Chapman, Clemson University