1 research outputs found
The impact of literacy-focused CPD on the self-perceptions of expertise in primary school teachers
This study examines the impact of extended professional development in early
literacy acquisition on the self-perceptions and emotions of experienced
teachers of 5 to 6 year old pupils. The story of the participants' learning
journeys is told through a series of short thematic sections, reflections grounded
in critical incident theory and an extended vignette. Teacher-participants expand
their knowledge base and modify teaching practice consistent with the specific
professional development, though this study is not principally concerned with
measures of either of these. Of particular interest is the impact of CPD on the
development of participants' self-perceptions in relation to expertise, on their
emotional life, and the relationship between these in the drive to attain their
learning goals. I hypothesise that positive affect is sufficient to sustain
participants through the lowest emotional phases and that these low points can
act as catalysts for further theoretical change.
Each participating teacher was enrolled in year-long continuing professional
development, either Local Authority led training in systematic, synthetic phonics
or Reading Recovery Initial Professional Development (as part of the Every
Child a Reader initiative) led by a teacher leader specialist.
Adopting a social constructivist approach I used a range of qualitative research
methods to garner data demonstrating the influence of the respective CPD
throughout the focus period in 2008-9: a series of semi-structured interviews,
lesson observations followed by jointly stimulated reflection and participants'
reflective e-journals. I have taken a grounded theory type approach to data
analysis