Abstract
This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning (PL) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL, the authors looked more closely at three teachers and found that their ideas about academic language instruction and their related pedagogy progressed in ways that were consistent with the stated PL objectives. However, the teachers varied in the way they situated the learning within their practice. The cases presented highlight the aspects of PL that resonated most with the teachers participating in the yearlong initiative.
| Original language | English |
|---|---|
| Pages (from-to) | 325-334 |
| Number of pages | 10 |
| Journal | Journal of Adolescent & Adult Literacy |
| Volume | 60 |
| Issue number | 3 |
| DOIs | |
| State | Published - 1 Nov 2016 |
Keywords
- 4-Adolescence
- 6-Adult
- Assessment, Content literacy, Specific subject areas (math, art, etc.)
- Content literacy, Motivation/engagement, Affective influences
- Motivation/engagement, Attitude
- Motivation/engagement, Expectations
- Motivation/engagement, Self-efficacy
- Motivation/engagement, Standards
- Outcomes
- Policy, Qualitative
- Research methodology, Instructional strategies, teaching, strategies
- Strategies, methods, and materials, In-service
- Teacher education, professional development, General vocabulary
- Teacher education, professional development, Reflection
- Vocabulary
- English teachers
- academic learning
- adolescents
- adult literacy
- reading instruction
EGS Disciplines
- Educational Assessment, Evaluation, and Research
- Teacher Education and Professional Development
- Secondary Education
