Abstract

Participation in an International Reading Association (IRA) literacy initiative in Guatemala provided the opportunity to conduct research about the Guatemalan education system. The researchers observed literacy practices at two public elementary schools, catalogued instructional materials, and noted the resources available to schools in Guatemala. At the Seventh International Literacy Conference in Guatemala City, February 2009, the team conducted professional development workshops to share research-based best practices in literacy, and collected data from Guatemalan teachers. This participatory action research study examines Guatemalan classroom environments, literacy instructional practices and collaborative professional development for teachers. The research provides insight into processes of international professional development in literacy, and the status of education in developing nations. Researchers’ reflections on personal and professional learning about the Guatemalan educational system support continued collaborations between US teachers and Guatemalan educators.