Clinical Trial

Teachers' Lived Experience with State-Mandated Professional Development in K-3

This study aims to understand the experiences of kindergarten through third-grade teachers engaging in state-mandated professional development. We want to comprehend how teachers make sense of their new learning and how early literacy professional learning and development impact their teaching practices. We seek to identify patterns, strengths, and potential areas for improvement in current professional development practices for reading instruction. As a result of this study, these teachers' experiences will potentially highlight the needs of teachers during professional development.

• Early Literacy
• Literacy
• Professional Development
• State-mandate