AERA 2018 Annual Meeting: “The Dreams, Possibilities, and Necessity of Public Education”
April 13-17, 2018
Title: What, When, and How Do Teachers Enact Tools from Literacy Professional Development?
Author: Huy Quoc Chung
Though teacher professional development is often an inherent part of teachers’ work and lives, it is not always apparent if teachers learn or take up tools from these settings. The nature of what, when, and how teachers enacted tools from a literacy professional development provide the study questions and context. Drawing on qualitative coding analytics from literacy coaches’ observation protocols and teacher survey responses, results show that teachers enacted many tools, but were more likely to enact tools that were easier to implement and for teachers to enact. These versatile tools have implications on both what teachers learn, how students learn, and the design of professional development tools that will be used and appropriated (e.g., adopted, adapted, or rejected).