Professional Learning in Reading Instruction : The Influence of Context on Engagement and Enactment

• Published in: The Australian journal of teacher education 2020-06, Vol.45 (6), p.76-94
• Main Authors: Main, Susan, Konza, Deslea, Hackling, Mark, Lock, Graeme
• Format: Article
• Language: English
• Subjects: Case studies; Context Effect; Elementary School Teachers; Evidence Based Practice; Foreign Countries; Instructional Improvement; Knowledge level; Learner Engagement; Pedagogical Content Knowledge; Professional Continuing Education; Professional Development; Program Effectiveness; Reading Instruction; Reading teaching; Teacher Attitudes; Teacher beliefs; Teacher improvement
• ISSN: 0313-5373; 1835-517X; 1835-517X
• DOI: 10.14221/ajte.2020v45n6.5

Professional learning is widely acknowledged as an effective way to improve teacher practice and, consequently, student outcomes. However, this presupposes a direct link from professional learning to the enactment of the content of professional learning in teaching. This paper explores teachers' engagement with a continuing professional learning (CPL) program intended to improve teachers' knowledge and practice in reading instruction. Six case study subjects, self-selected from 10 schools participating in a year-long CPL program, provided the opportunity to explore what teachers enacted from the professional learning. This research highlighted the significance of contextual factors on how teachers engaged with and enacted information from the CPL. Contextual factors included individual beliefs about reading instruction and the expectations of the systems in which they are operating. This research emphasised the need to identify the personal and professional contexts of teachers involved in CPL programs in order to more effectively influence practice. [Author abstract]