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Cited by 7Teacher Education and Leadership StudiesSecond Language Learning and TeachingEFL/ESL Teaching and Learning

The long arc of learning: Perspectives and innovations from 20 years of U.S. National Professional Development Program projects

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Teemant, Annela, Sherman, Brandon J., Tyra, Serena·2024·TESOL Journal
DOI 10.1002/tesj.872
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Abstract

Abstract U.S. National Professional Development (NPD) grants can afford a longitudinal understanding of how teachers learn to support English learners. When NPD projects are completed successively and successfully, they can provide an even greater longitudinal arc of understanding. This article chronicles the designs and lessons learned across five NPD grants between 2002 and 2023. Each grant represents a snapshot in time, presenting a set of assumptions from the field, programmatic innovations, and insights from research outcomes. From highlighting the difference between incremental and radical pedagogical change and what it takes to move beyond individual teacher change to systemic change benefiting multilingual learners, the article outlines the succession of aspirations (capacity building, sustainability, and scalability), experiences, changing conditions, and data points framing lessons learned and new cycles of praxis. This article offers implications for theory, practice, and research. It stands as an argument for adapting, innovating, and moving beyond the status quo to inspire more innovation in teacher preparation for multilingual learners.

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Cited by

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Authors
Teemant, A., Sherman, B. J., & Tyra, S.
Affiliations
  • Indiana University Indianapolis (US)
  • Educational Consultant
Corresponding author
Teemant, Annela
ORCID
Venue
TESOL Journal
Publisher
Wiley
Published
2024-10-15
Volume
15
Issue
4
ISSN
  • 1056-7941 (ISSN-L)
  • 1949-3533
DOI
10.1002/tesj.872
OpenAlex
W4403431203
Cited by
7
References
0
Citations by year
2026: 3 · 2025: 2 · 2024: 2
FWCI
8.85
Type
journal article
Language
en
Open access
Licence
Locations
  • TESOL Journal (publishedVersion, cc-by-nc-nd)
  • IUScholarWorks (Indiana University) (submittedVersion, cc-by-nc-nd)
Funders
Office of English Language Acquisition
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
teacher professional development, English language learners, multilingual learners, teacher learning, teacher preparation, systemic change, pedagogical change, capacity building, program sustainability, scalability, lessons learned, program innovation

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