In pursuit of beginning teachers’ competence in promoting reading motivation : A mixed-methods study into the impact of a continuing professional development program
Vansteelandt, I., Mol, S. E., Vanderlinde, R., Lerkkanen, M.-K., & Van Keer, H. (2020). In pursuit of beginning teachers’ competence in promoting reading motivation : A mixed-methods study into the impact of a continuing professional development program. Teaching and Teacher Education, 96, Article 103154. https://doi.org/10.1016/j.tate.2020.103154
Published inTeaching and Teacher Education
© 2020 Elsevier Ltd. All rights reserved.
As teachers’ reading motivation and self-efficacy for promoting reading motivation can be considered vital for their reading-oriented promotive teaching practices and students’ reading motivation, this study evaluated the impact of a year-long CPD program for beginning primary school teachers. A convergent parallel mixed-methods design with repeated measures was established, including a comparison and two CPD conditions (group vs. individually-oriented). Based on the quantitative results only no clear impact of and differences between the conditions could be observed. The qualitative analysis, however, showed growth in teachers’ reading motivation and self-efficacy at a different pace and level of intensity for both CPD conditions.
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Additional information about fundingThis work was supported by the Research Foundation Flanders (FWO), Grant FWO 1900120N.
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