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Secondary Teachers' Reflections From a Year of Professional Learning Related to Academic Language
Author(s) -
Carter Hannah,
Crowley Kimberly,
Townsend Dianna R.,
Barone Diane
Publication year - 2016
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.554
Subject(s) - situated , pedagogy , general partnership , professional development , psychology , faculty development , mathematics education , teacher education , professional learning community , finance , artificial intelligence , computer science , economics
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.