Unlocking the Magic: Professional Development on Reading for Teachers in Prevocational Education—Insights from Four Case Studies

This study explores a six-month professional development program implemented in four schools offering prevocational education, a group often overlooked in literacy research. Over six months, teachers participated in structured training aimed at improving their competence in teaching reading and promoting students’ reading motivation. The program responded to international concerns about declining literacy and reading motivation among adolescents in vocational tracks. Data from pre- and post-program semi-structured group interviews were thematically analyzed to identify shifts in teachers’ knowledge and beliefs. Two key findings emerged. First, most schools showed noticeable growth in teachers’ understanding of reading comprehension and its instruction and evolving beliefs. Second, teachers continued to struggle with how to promote reading motivation both before and after the program, indicating a need for more targeted support in this area. These results highlight the importance of ongoing professional development focusing on both instructional strategies and motivational practices.