Professional Development in Reading for Content Area Teachers: Examining Teachers’ Ways of Acting on Knowledge

• In Event: Evaluations of Professional Development Programs: From Design to Implementation

Abstract

Adult learners approach learning with specific goals, using their life experiences to make sense of new information. They are motivated by problem-solving that bears direct results on their instruction. Effective professional development engages teachers in learning activities that are supportive, job-embedded, and instructionally focused. How would one assess the effectiveness of a large-scale online professional development in reading on teacher knowledge and instructional practices? This paper will present evidence from comprehensive evaluation on teacher knowledge, attitudinal, and instructional changes as a result of long-term comprehensive professional development. Presenter will also share a model for monitoring teachers’ ways of acting on knowledge during and beyond completion of a professional development in reading.

Author

• Vicky I. Zygouris-Coe, University of Central Florida