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This study examines teachers’ engagement with a year-long continuing professional learning (CPL) program focused on reading instruction. Using six self-selected case studies from participating schools, the research shows that contextual factors shape both engagement and enacted practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/professional-learning-in-reading-instruction-the-influence-of-context-on-engagement-and-enactment/593919/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/professional-learning-in-reading-instruction-the-influence-of-context-on-engagement-and-enactment/593919.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the study?","Question",{"text":112,"@type":113},"The study examines how teachers engage with a continuing professional learning (CPL) program and what they enact from that learning in reading instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"Six case study subjects were self-selected from 10 schools participating in a year-long CPL program, allowing exploration of what teachers enacted from the professional learning.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were highlighted as shaping engagement and enactment?",{"text":121,"@type":113},"Contextual factors were emphasized, including teachers’ beliefs about reading instruction and the expectations of the systems in which they operate.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593919,1792171558,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 6 | Article 5 |\n| --- | --- |\n| 2020\u003Cbr>Professional Learning in Reading Instruction: The Influence of Context on Engagement and Enactment\u003Cbr>Susan Main\u003Cbr>Edith Cowan University, [s.main@ecu.edu.au](s.main@ecu.edu.au)[ ](s.main@ecu.edu.au)Deslea Konza\u003Cbr>Mark Hackling\u003Cbr>Edith Cowan University\u003Cbr>Graeme Lock\u003Cbr>Edith Cowan University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nMain, S., Konza, D., Hackling, M., & Lock, G. (2020) . Professional Learning in Reading Instruction: The Influence of Context on Engagement and Enactment. Australian Journal of Teacher Education, 45(6) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n6.5](http://dx.doi.org/10.14221/ajte.2020v45n6.5)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss6/5](https://ro.ecu.edu.au/ajte/vol45/iss6/5)  \nProfessional Learning in Reading Instruction: The Influence of Context on  \nEngagement and Enactment  \nSusan Main  \nDeslea Konza  \nMark Hackling  \nGraeme Lock  \nEdith Cowan University  \nAbstract: Professional learning is widely acknowledged as an effective way to improve teacher practice and, consequently, student outcomes. However, this presupposes a direct link from professional learning to the enactment of the content ofprofessional learning in teaching. This paper explores teachers’ engagement with a continuing professional learning (CPL) program intended to improve teachers’ knowledge and practice in reading instruction. Six case  \nstudy subjects, self-selected from 10 schools participating in a  \nyear-long CPL program, provided the opportunity to explore what  \nteachers enacted from the professional learning. This research  \nhighlighted the significance of contextual factors on how teachers  \nengaged with and enacted information from the CPL. Contextual factors included individual beliefs about reading instruction and the expectations of the systems in which they are operating. This research emphasised the need to identify the personal and professional  \ncontexts of teachers involved in CPL programs in order to more  \neffectively influence practice.  \nKeywords: reading instruction, context, continuing professional learning, teacher change, teacher knowledge, teacher beliefs  \nProfessional Learning  \nProfessional learning is widely acknowledged as an effective way to improve teacher knowledge and change practice (Darling-Hammond et al., 2017a; Ingvarson, et al., 2005) and failure to access professional learning is considered to be of concern for the quality of teaching practice (Organisation for Economic Co-operation and Development [OECD], 2009) . It has been asserted that professional learning provides the means to bridge the research-to-practice gap (Jensen, 2010). However, there are various forms of professional learning from group presentations, in which information is presented to participants in order to inform their practice, to iterative processes where learning is enacted and reflected on to guide further practice. The latter has been consistently identified as more effective than the former (Darling-Hammond et al., 2017b; Fullan, et al., 2006; Timperley, 2011) . Increasingly, the terms Professional Learning (PL) and Professional Development (PD) are being used interchangeably in the literature, with PL being increasingly used to refer to what was previously considered PD, the one-off presentation of information. The term continuing professional learning (CPL) is used in this paper to describe activities that involve teachers in  \nongoing learning in a specific area, including multiple professional development (PD) activities, and opportunities to implement information from the PD into practice ","cbCaigYWCQqS0tps","https://ap.wps.com/l/cbCaigYWCQqS0tps","pdf",366137,"English","# Abstract\n# Professional Learning\n# Engagement in Continuous Professional Learning","[{\"question\":\"What is the central focus of the study?\",\"answer\":\"The study examines how teachers engage with a continuing professional learning (CPL) program and what they enact from that learning in reading instruction.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Six case study subjects were self-selected from 10 schools participating in a year-long CPL program, allowing exploration of what teachers enacted from the professional learning.\"},{\"question\":\"Which factors were highlighted as shaping engagement and enactment?\",\"answer\":\"Contextual factors were emphasized, including teachers’ beliefs about reading instruction and the expectations of the systems in which they operate.\"}]","Professional Learning in Reading Instruction - The Influence of Context on Engagement and Enactment | PDF",1792078179]