Advancing teachers’ linguistic knowledge through a large-scale professional learning and development initiative

Abstract This study investigated the enhancement of teachers’ linguistic knowledge, skills, pedagogy, and self-rated ability within a large-scale implementation of early literacy instruction in New Zealand. Data were collected from pre- and post-learning surveys from 592 educators enrolled in online professional learning and development (PLD). Linguistic knowledge scores across phonics, phonological awareness, and morphology increased from 56–70% correct prior to PLD to 81–89% after PLD. Mixed-effects models examining predictors of change in knowledge and self-rated ability indicated that educators with lower levels of linguistic knowledge and lower self-rated ability made the most growth from pre-test to post-test. Further, self-rated ability increased more for less experienced educators. Online PLD with the practical application of linguistic knowledge and skills may be a useful strategy to enhance teachers’ linguistic knowledge at scale and within regular teaching contexts.