Job-Embedded Professional Development for Teachers of English Learners: Preventing Literacy Difficulties Through Effective Core Instruction

This mixed methods descriptive study examined the effects of job-embedded professional development (JEPD) in reading on the content knowledge and instructional practice of teachers of English learners (ELs). Four first-grade teachers of ELs at one urban elementary school received JEPD over the cours...

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Bibliographic Details
Published in:Teacher education and special education 2018-08, Vol.41 (3), p.203-214
Main Authors: Cavazos, Linda, Linan-Thompson, Sylvia, Ortiz, Alba
Format: Article
Language:English
Subjects:
Classroom observation
Classrooms
Elementary School Teachers
English Language Learners
Evidence-based practice
Faculty Development
Grade 1
Interviews
Knowledge Level
Literacy
Mixed Methods Research
Observation
Pedagogical Content Knowledge
Pretests Posttests
Professional development
Reading Instruction
Reading Skills
Spanish Speaking
Surveys
Teacher Attitudes
Teacher Surveys
Teachers
Teaching Skills
Urban Schools
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Summary:This mixed methods descriptive study examined the effects of job-embedded professional development (JEPD) in reading on the content knowledge and instructional practice of teachers of English learners (ELs). Four first-grade teachers of ELs at one urban elementary school received JEPD over the course of a year. Results of pre- and posttests of teacher knowledge and classroom observations indicated that teachers’ reading content knowledge increased and that they used more evidence-based practices. JEPD shows promise as an approach that accommodates teachers’ varying levels of knowledge and experience in preparing them to meet the diverse needs of their students.
ISSN:0888-4064
1944-4931
DOI:10.1177/0888406418758465