Change in Knowledge, Beliefs, and Practices: A Look at Professional Development for In-Service Teachers

• In Event: 30.040 - Promoting Academic Achievement for English Language Learners Through Instructional Interventions and Teacher Preparation

Abstract

English language learners have been and continue to be the fastest growing population of students in U. S. Yet, even after professional development (PD) teachers do not change their practice (Goldenberg, 2013). This study examined whether the knowledge and practices of teachers changed as a result of participation in PD designed according to research-based principles which educated them about teaching English language learners. Data included pre-post surveys from 191 inservice teachers. Overall gain scores were significant. A two-way ANCOVA indicated significant effects for gender but not age. This study suggests that PD that attends to research-based principles (Desimone, 2009; Penuel et al., 2007) have potential to effect change in teachers’ knowledge and behavior.

Authors

• Jason T. Jay, Brigham Young University

• Dennis Eggett, Brigham Young University

• Lisa McLachlan, Brigham Young University

• Stefinee E. Pinnegar, Brigham Young University