Professional Development in Reading Instruction for Secondary Teachers in Cameroon

Abstract

This study was a pretest-posttest design that examined secondary teachers’ perceptions of reading and growth about their knowledge of reading instruction and assessment over a seven-month period. One researcher facilitated a one day professional development workshop to secondary teachers’ (N=24) that focused on effective reading instruction components, reading assessment, and how to use the data in their classrooms, specifically for struggling readers. The survey results indicated there was a significant difference on multiple items about reading assessment, but no significant difference in teachers’ attitudes and perceptions about reading following the training. Implications for future research are addressed.