Study to determine the impact of professional development on teachers' knowledge of literacy content

Abstract

Scope and Method of Study: This quantitative study investigated the impact of professional development on Belizean teachers' knowledge of literacy content needed to effectively develop early literacy skills of primary school children between the ages of five to eight. The specific focus of the research was to survey teachers' knowledge level before and after their experience with two different approaches to professional development. Teachers' pretest and posttest scores were compared to determine if there were significant differences in teachers' performance after their exposure to the two different approaches to professional development employed in this study.

Findings and Conclusions: The study revealed that there was an overall significant difference in teachers' knowledge of literacy content after the intervention. Both phases of training indicated significant differences in teachers' performance scores. Socio-cultural and situated learning theories provided the framework that guided the design and supported the explanation of factors that contributed to teachers' learning during their experience with the professional development activities. The mean score for writing was the lowest for the three areas of knowledge surveyed -- decoding/fluency, vocabulary/comprehension and writing. Teachers' years of experience and qualification did not influence the results.

Recommendations: Based on the results of this study, it is recommended that professional development programs in Belize be extended over a period of time to incorporate school context and to ensure continuity and sustainability of new programs and ideas. It is also recommended that professional development programs be designed to focus on specific areas of the curriculum. The evaluation of these sessions should be linked to teachers' learning in the specific content area as a first step.