‘It was natural and real-life’: book clubs as professional development for preservice teachers

ABSTRACT

Decades of research indicate teacher dissatisfaction with traditional professional development (PD), while a growing body of research literature indicates the value of heutagogical and andragogical learning in PD. This case study examines the experiences of 43 preservice teachers as they took part in professional development book clubs as part of regular coursework in their educator preparation program. The participants’ communities of practice were established across varied platforms: face-to-face meetings, social media groups, and the university learning management system. Participants also collaborated with novel peers from heterogeneous cohorts. Survey data was collected and analyzed to better understand participants’ perceptions of the usefulness of the book club PD. Findings include preservice teachers’ evaluation of the both the value and format of book clubs as a professional development tool. Implications include suggestions for meaningful collaboration in virtual settings.

KEYWORDS:

• Professional learning
• preservice teachers
• communities of practice
• book study
• collaboration

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Amy D. Broemmel

Amy D. Broemmel is an associate professor of elementary and literacy education at the University of Tennessee, Knoxville, where she coordinates a cohort of graduate elementary teaching interns and mentors doctoral students in elementary education. Her scholarship focuses on professional learning among both preservice and inservice teachers.

Amanda Rigell

Amanda Rigell is a clinical assistant professor of education at the University of Tennessee, Knoxville. She is a licensed Reading Specialist with 13 years of experience as a middle and high school classroom teacher. Her work focuses primarily on teacher development in both inservice and preservice settings.

Jennifer J. Jordan

Jennifer J. Jordan is a clinical professor of elementary education and literacy in the Department of Theory and Practice in Teacher Education at the University of Tennessee. After earning her MS, she taught for nine years in Tennessee public schools, before completing her PhD in 2009. She supervises and teaches elementary education interns, and her current research focuses on the professional development of preservice elementary teachers.

Kristin T. Rearden

Kristin T. Rearden is a clinical professor in K–8 science education and assistant department head in the Department of Theory and Practice in Teacher Education at the University of Tennessee Knoxville. Her research interests include science literacy and place-based education.