The impact of a sustained oral language professional learning program on Australian early years’ teachers’ knowledge, practice and beliefs: a mixed-methods exploration

ABSTRACT

Teachers in the early years of primary school play an important role in supporting students’ oral language skills; however, there is evidence to suggest many Australian teachers are not adequately prepared to provide systematic, evidence-based instruction in oral language and early literacy. The aim of this study was to describe the observed and self-perceived changes in knowledge, practice and beliefs of teachers who participated in a sustained oral language professional learning program. A second aim was to determine whether this development was adequately accounted for by current models of professionalism and professional development. Three case studies are presented, using data taken from a survey of teacher knowledge and the analysis of samples of classroom talk at three time points, and semi-structured interviews. These case studies illustrate that despite participating in the same sustained professional learning program, there was inconsistency in the teachers’ outcomes. Growth in knowledge was variable; and change in self-rated ability to provide instruction was influenced by observed student outcomes (which teachers attributed to change in their practice). In one case, professional growth was restricted by factors within the school environment.

KEYWORDS:

• Professional learning
• oral language
• literacy
• teacher knowledge

Acknowledgments

This project was funded by an Australian Research Council Linkage Grant (LP13011308) and the Ian Potter Foundation. Hannah Stark received support through an Australian Government Research Training Program Scholarship. Sharon Goldfeld is supported by an Australian National Health and Medical Research Council (NHMRC) Career Development Fellowship 1082922. We acknowledge and thank the teachers for their contributions to this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Foundation is the first year of formal school in education. It is also referred to as the preparatory, or ‘prep’ year. Grade one is the second year of formal schooling, and grade two is the third year.

Additional information

Funding

This work was supported by the Australian Research Council Linkage; [LP13011308]; Australian National Health and Medical Research Council (NHMRC); [1082922].