Scaffolding professional development through a book club: Scaffolding academic conversations in middle school content areas

In-service middle school teachers from multiple content areas in a large, urban school

district engaged in a book club over the course of three months to support their use

of academic conversations in their classrooms. Analysis of discussions during the book club, as well as reading responses and discussion records highlighted themes of professional learning through participation in the book club. These themes include reconceptualizing the importance of talk in learning, developing classroom culture, and the importance of structuring professional development activities to promote teacher metacognition. Suggestions are made for designing professional development book clubs.