Year
2026
Season
Spring
Paper Type
Doctoral Dissertation
College
Silverfield College of Education and Human Services
Degree Name
Doctor of Education in Curriculum and Instruction (EdD)
Department
Education
NACO controlled Corporate Body
University of North Florida. Department of Teaching, Learning and Curriculum
Committee Chairperson
Dr. Katrina Hall
Second Advisor
Dr. Megan Parkinson
Rights Statement
http://rightsstatements.org/vocab/InC/1.0/
Third Advisor
Dr. Rachelle Curcio
Fourth Advisor
Dr. Jody Nicholson-Bell
Department Chair
Dr. Christian Winterbottom
College Dean
Dr. Steve Dittmore
Abstract
This convergent mixed-method study examined the impact of high-quality phonological awareness professional learning on Montessori primary lead, associate, and team associate teachers’ content knowledge and pedagogical content knowledge of phonological awareness. Eleven teachers (4 lead, 4 associates, and 2 team associates) from a private school in northeast Florida participated in four professional sessions with a content focus on the levels of phonological awareness, including word, syllable, onset and rime, and phoneme awareness. In contrast to previous studies that reported low levels of teacher content knowledge prior to professional learning, participants in this study demonstrated relatively high levels of content knowledge. However, post-survey results indicated a 5.2 percent decrease in content knowledge scores.
Triangulation of the data revealed a divergence between the post-survey results and the qualitative data gathered through lead teacher classroom observation and associate and team teachers professional learning exit tickets. Across the 4 lead teacher classroom observations, evidence of pedagogical content knowledge was apparent, as each teacher demonstrated effective phonological awareness instructional practices, including modeling, scaffolding, guided practice, and corrective feedback, across all levels of phonological awareness in 47 lessons. These observation suggested growth in both content and pedagogical content knowledge. Likewise, associate and team associate teachers identified instructional strategies on their professional learning exit tickets responses that they intended to implement in their classroom, with each teacher describing activities aligned to each level of phonological awareness.
The professional learning model used in this study included peer collaboration, active learning, applied and whole-group practice, instructional scripts, hands-on manipulatives, lessons instructional cards, and video models of phonological awareness instruction. The high-quality phonological awareness professional learning used in this study offers a promising approach for increasing preschool and kindergarten lead and assistant teachers’ content knowledge and pedagogical content knowledge, which may lead to changes in classroom practices, improvements in student learning outcomes, and shifts in teachers’ beliefs and attitudes.
Suggested Citation
Thomas, Roberta S., "The impact of high-quality phonological awareness professional learning on in-service teachers' content knowledge and pedagogical content knowledge" (2026). UNF Graduate Theses and Dissertations. 1393.
https://digitalcommons.unf.edu/etd/1393
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Leadership Commons, Elementary Education Commons, Language and Literacy Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
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