Facilitators of Success for Teacher Professional Development in Literacy Teaching Using a Micro-Credential Model of Delivery

Teachers play a critical role in supporting the early literacy development of students; however, keeping up with evidence-based practice while performing a busy teaching role can be challenging. Micro-credentials are one potential route for keeping teachers up to date with the best practices for lit...

Full description

Saved in:
Bibliographic Details
Published inEducation sciences Vol. 14; no. 6; p. 578
Main Authors Scott, Amy, Gath, Megan E, Gillon, Gail, McNeill, Brigid, Ghosh, Dorian
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.06.2024
Subjects
Best practice
Design
Distance learning
Education
Evidence-based medicine
Higher education
Knowledge
Language Skills
Literacy
Literacy programs
Methods
micro-credentials
New Zealand
Outcomes of Education
Professional development
Qualifications
Schools
Skills
Students
Surveys
teacher education
Teachers
teachers’ professional development
Teaching
Teaching Methods
United Kingdom
Workshops
New Zealand
United Kingdom
Online AccessGet full text

Cover

More Information
Summary:Teachers play a critical role in supporting the early literacy development of students; however, keeping up with evidence-based practice while performing a busy teaching role can be challenging. Micro-credentials are one potential route for keeping teachers up to date with the best practices for literacy teaching due to their ability to provide targeted and flexible professional development opportunities. The current study used a mixed-methods design to evaluate two micro-credential courses being offered through the Better Start Literacy Approach. The Better Start Literacy Approach (BSLA) is an evidence-based, structured literacy approach, targeted at 5–7-year-old children in New Zealand. An online survey was used to collect qualitative and quantitative data from 263 teachers and literacy specialists regarding their experience of completing the BSLA micro-credential training. Overall, respondents reported positive experiences, describing how the micro-credential changed their teaching practice, built their knowledge of effective literacy instruction and led to measurable progress in students’ literacy skills. Several design features were highlighted as useful, including the ability to revisit videos and resources multiple times, the organization into modules and the ‘24/7’ nature of access. Findings from the current research demonstrate the importance of utilizing key course design decisions to ensure accessibility and the potential for the positive impact of micro-credentials in the education sector.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14060578