Literacy-related professional development preferences of secondary teachers

Authors

  • Shara L. Jones Hastings and Prince Edward District School Board
  • Elizabeth A. Lee Queen's University

DOI:

https://doi.org/10.11575/ajer.v60i2.55693

Keywords:

professional development, secondary, literacy, teacher preferences, survey, Mots-clés, perfectionnement professionnel, niveau secondaire, alphabétisme, préférences des enseignants, sondage

Abstract

A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared practice, mentoring, observation of colleagues, and collaborative lesson development. Preferences for form and content of professional development varied between subject areas and course types.

Un sondage a été réalisé auprès de 100 enseignants d’une commission scolaire ontarienne afin de déterminer leurs préférences en matière de perfectionnement professionnel lié à l’alphabétisme. La majorité des enseignants sondés préfèrent des cours de courte durée de perfectionnement professionnel lié à l’alphabétisme. Un petit nombre ne souhaite suivre aucun cours de perfectionnement professionnel lié à l’alphabétisme. Les formes préférées de perfectionnement professionnel sont les pratiques partagées, le mentorat, l’observation des collègues et le développement collaboratif de systèmes éducatifs. Les préférences en matière de forme et de contenu du perfectionnement professionnel varient fonction de la discipline et du genre de cours. 

Author Biographies

Shara L. Jones, Hastings and Prince Edward District School Board

Shara L. Jones is a teacher in the Hastings and Prince Edward District School Board.  Her research interests focus on adolescent literacy.

Elizabeth A. Lee, Queen's University

Elizabeth A. Lee, is an Associate Professor at Queen’s University in Kingston. Her main research interest is literacy, especially information literacy, and its role within academic literacy.

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Published

2015-04-07

How to Cite

Jones, S. L., & Lee, E. A. (2015). Literacy-related professional development preferences of secondary teachers. Alberta Journal of Educational Research, 60(2), 245–263. https://doi.org/10.11575/ajer.v60i2.55693

Issue

Vol. 60 No. 2 (2014): Summer

Section

ARTICLES

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