The impact of inquiry-based professional development on teachers’ capacity to integrate literacy instruction in secondary subject areas

• Published in: Teaching and teacher education Vol. 71; pp. 226 - 240
• Main Authors: Greenleaf, Cynthia, Litman, Cindy, Marple, Stacy
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.04.2018
• Subjects: Common core state standards; Content areas; Inservice teacher education; Literacy; Professional development; Secondary education; Inservice teacher education; Professional development; Secondary education; Literacy; Content areas; Common core state standards
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2018.01.006

This mixed-methods study explores the impact of an inquiry-based PD model designed to support teachers in integrating literacy and content learning. The study drew on classroom observations of 34 ELA, history, and science teachers with reputations for good instructional practice. An analysis of video data from observed lessons revealed that a subset of 16 teachers who had previously participated in Reading Apprenticeship PD offered significantly more opportunities and support for complex literacies and greater integration of literacy and content learning. Findings have implications for PD with the potential to improve literacy instruction in secondary content area classrooms. •PD is critical for building teachers' capacity to integrate literacy and content.•PD lessons showed greater integration of complex literacy practices and content.•PD lessons showed less delivery of content and more close reading and use of text.•Reading and reasoning in PD classrooms served disciplinary knowledge building.•Inquiry may be the key behind-the-scenes player in effective PD.