Teacher knowledge is a critical factor in student success. In the Classroom Promotion of Oral Language cluster randomized controlled trial, we aimed to determine whether a teacher professional learning intervention focused on promoting oral language led to improved teacher knowledge. We report a study of the impact of professional learning on teacher knowledge of oral language and literacy constructs. The intervention comprised four days of face-to-face professional learning for early years’ teachers, and ongoing school implementation support. Teacher knowledge was measured through a survey at baseline, 12 months and 24 months (n = 40 intervention, n = 38 control). Teachers in the intervention arm made more correct responses on survey items than teachers in the control arm, at both time points. The professional learning intervention improved teacher knowledge in the short-to-medium term.
The work is supported by the Australian Research Council (grant number LP: 130100308) and by the Ian Potter Foundation (Reference: 20130004). The work is also supported by the Catholic Education Commission of Victoria (CECV) and the Victorian Government Department of Education and Training (DET), The Royal Children's Hospital (RCH) Education Institute, and Murdoch Children's Research Institute (MCRI). Research at the MCRI is supported by the Victorian Government's Operational Infrastructure Support Program. SG was supported by a NHMRC Career Development Award (1082922). LG was supported by a NHMRC Early Career Fellowship (1035100). The funding bodies had no role in relation to the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review or approval of the manuscript; and decision to submit the manuscript for publication.
Scientific Studies of Reading
Taylor & Francis
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