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<p>This study investigated the enhancement of teachers’ linguistic knowledge, skills, pedagogy, and self-rated ability within a large-scale implementation of early literacy instruction in New Zealand. Data were collected from pre- and post-learning surveys from 592 educators enrolled in online professional learning and development (PLD). Linguistic knowledge scores across phonics, phonological awareness, and morphology increased from 56–70% correct prior to PLD to 81–89% after PLD. Mixed-effects models examining predictors of change in knowledge and self-rated ability indicated that educators with lower levels of linguistic knowledge and lower self-rated ability made the most growth from pre-test to post-test. Further, self-rated ability increased more for less experienced educators. Online PLD with the practical application of linguistic knowledge and skills may be a useful strategy to enhance teachers’ linguistic knowledge at scale and within regular teaching contexts.</p>

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Advancing teachers’ linguistic knowledge through a large-scale professional learning and development initiative

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月29日

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  • Gail Gillon,
  • Brigid McNeill,
  • Amy Scott,
  • Megan Gath,
  • Lisa Furlong

摘要

This study investigated the enhancement of teachers’ linguistic knowledge, skills, pedagogy, and self-rated ability within a large-scale implementation of early literacy instruction in New Zealand. Data were collected from pre- and post-learning surveys from 592 educators enrolled in online professional learning and development (PLD). Linguistic knowledge scores across phonics, phonological awareness, and morphology increased from 56–70% correct prior to PLD to 81–89% after PLD. Mixed-effects models examining predictors of change in knowledge and self-rated ability indicated that educators with lower levels of linguistic knowledge and lower self-rated ability made the most growth from pre-test to post-test. Further, self-rated ability increased more for less experienced educators. Online PLD with the practical application of linguistic knowledge and skills may be a useful strategy to enhance teachers’ linguistic knowledge at scale and within regular teaching contexts.