Situated

Sociology

Neuroscience

Qualitative research

Pedagogy

Perception

Social science

Medical education

Professional development

Operating system

Artificial intelligence

Psychology

Faculty development

Theme (computing)

Computer science

Professional studies

Medicine

American Educational Research Journal

This research describes a professional book study experience and offers insight into its use in supporting professional development. Framed in situated learning theory, this qualitative case study examined the perceptions of 12 educators who voluntarily participated in multiple professional book studies over 4 years. Two major themes were found in the data. The Process Theme encompassed what occurred within the professional book studies and participants’ perceptions of the studies. The Outcomes Theme provided insight into how participants changed instructional practices, academic thinking, and personal beliefs. The book studies provided components of effective professional development and principles of adult learning. Participants believed that the book study groups provided professional development that met their needs in more powerful ways than traditional professional development.

Speaking Volumes: Professional Development Through Book Studies