This multicase study seeks to privilege teachers’ voices related to their experiences within a year-long job-embedded professional development (PD) program. The district initiated the request for PD, which was negotiated and provided by a literacy educator from a nearby university. Eleven second- and third-grade teachers and the language arts coordinator participated. PD consisted of regular visits to teachers’ classrooms and opportunities for weekly individual meetings with each of the teachers, both scheduled by the individual teachers. For data analysis purposes, each teacher’s thread was defined as a single case. Process coding served as a mechanism for most accurately describing participants’ experiences and resulted in 11 codes: affirming, reflecting, owning, observing, applying, questioning, collaborating, disclaiming, modeling, sharing, and communicating. Overall, nine participants explicitly described the individualized PD as a success. Implications for planning, carrying out, and engaging in PD are discussed.

中文翻译：

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“有人告诉我我能做到”

这项多案例研究旨在让教师在为期一年的嵌入工作的专业发展 (PD) 计划中发表与其经历相关的声音。学区发起了对 PD 的请求，该请求是由附近一所大学的扫盲教育者协商并提供的。11 名二、三年级教师和语言艺术协调员参加。PD 包括定期访问教师的教室，并有机会与每位教师每周单独会面，两者均由个别教师安排。出于数据分析的目的，每个教师的线程都被定义为一个案例。过程编码作为一种最准确地描述参与者经历的机制，产生了 11 个代码：肯定、反映、拥有、观察、应用、质疑、合作、否认、建模、分享、和沟通。总体而言，九名参与者明确地将个性化 PD 描述为成功。讨论了规划、实施和参与 PD 的影响。