Exploring the use of personalised professional development to enhance teacher knowledge and reading instruction in the upper elementary grades

This paper examines how one-on-one professional development supports upper elementary school teachers in building their knowledge and influencing daily reading instructional practice. Findings suggest that personalised professional development influences reading instruction in meaningful ways but do...

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Bibliographic Details
Published in:Journal of research in reading 2018-12, Vol.41 (S1), p.S30-S47
Main Authors: Clark, Sarah K., Schoepf, Sydnie, Hatch, Lance
Format: Article
Language:English
Subjects:
Elementary education
Professional development
Reading instruction
Reading teachers
Teacher education
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Summary:This paper examines how one-on-one professional development supports upper elementary school teachers in building their knowledge and influencing daily reading instructional practice. Findings suggest that personalised professional development influences reading instruction in meaningful ways but does not impact teacher knowledge scores on a formal teacher knowledge assessment.
ISSN:0141-0423
1467-9817
DOI:10.1111/1467-9817.12130