Supporting a Collaborative Professional Learning Experience: Teachers’ Perspectives of Distinctive Features of Professional Development Delivered Primarily Through In-Class Modeling

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Référence

McMahon-Morin P, Gingras MP, Hallé MC, Lessard A. (2026). Supporting a Collaborative Professional Learning Experience: Teachers’ Perspectives of Distinctive Features of Professional Development Delivered Primarily Through In-Class Modeling. Journal of Research in Childhood Education. 40(3) : 659–676.

Résumé

To support teachers in implementing best practices, the choice of implementation modality must be tailored to the practice settings. In-class modeling may be an appropriate professional development modality for some practice settings because it avoids teachers feeling vulnerable about being observed and may help establish a more equal relationship between the teacher and the person providing professional development. This observational study examined teachers’ perceptions of how changes in practice may occur when professional development is delivered primarily through in-class modeling. Eleven kindergarten teachers were interviewed before, immediately after, and three months after a professional development program on interactive book reading, using in-class modeling as the primary modality. We identified four mechanisms for practice change that are distinctive of the in-class modeling component of the program. In addition, we identified four mechanisms operationalized in other components of the program, and one contextual factor consistent with prior knowledge of effective professional development features. Implications for the use of in-class modeling for professional development in school settings are discussed.

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