Abstract
This mixed-methods study investigated kindergarten teachers’ changes in practice during book reading, following a professional development program using primarily in-class modeling. Quantitative video analysis indicated that a group of 11 teachers increased the number of language targets they worked on during book reading, and their use of scaffolding strategies after the intervention. Qualitative analysis of interviews and logbooks support the quantitative findings and reveal that teachers changed their perceptions of the book-reading activity as well as children’s contributions to teacher-child interactions. Professional development using in-class modeling could be considered in school settings and warrants further research.
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