Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention

Abstract

This study reports on a longitudinal video-based literacy coaching professional development intervention involving 38 teachers at nine Norwegian schools, targeting the use of three scaffolding practices that teachers struggle to implement in daily practices: modeling, feedback, and strategy instruction. By measuring the quality of teachers' scaffolding instruction through an observation protocol, we document how teachers were able to engage in high-level scaffolding practices, exhibiting development through the support of video-based coaching. However, challenges to implementation were raised, such as putting scaffolding theory into practice and receiving balanced support. The study indicates that PDs require flexibility to accommodate teachers’ individual needs.