Impact of professional development on teacher cognition about reading instruction practices
DOI:
https://doi.org/10.22633/rpge.v29iesp1.20454Keywords:
Professional Development, Teacher Cognition, Reading Instruction, Teacher Beliefs, Teacher TrainingAbstract
This study examines the impact of professional development (PD) on teachers' beliefs about reading instruction and its subsequent influence on their pedagogical practices. Grounded in research on teacher cognition, this study investigates how PD shapes instructional approaches and fosters shifts from traditional, teacher-centered methods to more student-focused, evidence-based reading strategies. Using a quantitative research design, survey data were collected from 43 teachers with varying levels of PD exposure. The results indicate that teachers who engaged in structured, sustained PD programs demonstrated significant shifts in their beliefs, particularly favoring metacognitive and student-centered reading approaches over traditional grammar-translation methods. However, the study also highlights challenges in implementing PD-informed practices, particularly among experienced teachers resistant to change. The study underscores the necessity of continuous, reflective, and collaborative PD initiatives to sustain meaningful pedagogical transformation. The implications of these findings contribute to the discourse on teacher training, advocating for long-term PD frameworks that align with research-based instructional strategies.
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