Literacy Experts as Classroom Teachers

Autor/in	Marsicek, Theresa Boehm
Titel	Literacy Experts as Classroom Teachers
Quelle	In: Mid-Western Educational Researcher, 34 (2022) 4, S.369-394 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-3997
Schlagwörter	Teacher Competencies; Expertise; Literacy; Elementary School Teachers; Teacher Certification; Reading Teachers; Specialists; Early Childhood Education; Self Esteem; Pedagogical Content Knowledge; Faculty Development; Reading Achievement; Coaching (Performance); Teacher Persistence; Wisconsin + Suchen Sie Ihr Suchwort? Lehrkunst; Expert appraisal; Alphabetisierung; Schreib- und Lesefähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Self-esteem; Selbstaufmerksamkeit; Pädagogische Kompetenz; Leseleistung
Abstract	Teacher expertise can influence student experiences and achievement. The purpose of this study was to explore the experiences, practices, and beliefs of early elementary classroom teachers who have supplementary literacy certification in order to determine their shared characteristics and changes to their practice after earning the literacy license. Characteristics of high quality literacy teachers have been identified in previous research, however a review of the current literature revealed a lack of information regarding classroom teachers with additional literacy certification. Understanding how they utilize this expertise could have implications for educational policy. Data was collected for this phenomenological study through semi-structured one-on-one interviews and analyzed using the interpretative phenomenological analysis procedure. The sixteen participants held a Wisconsin (WI) Reading Teacher license and/or WI Reading Specialist license and taught kindergarten, first, or second grade in WI at the time of the interviews. Interpretative phenomenology and social cognitive theory provided a theoretical framework for this study. Since earning the literacy certification participants reported: increased confidence, using their new knowledge to help students, families, and colleagues, a new capacity for going beyond the prescribed curriculum, and an increased ability to meet individual student needs. The findings of this study have potential to impact school district policies for hiring and professional development as well as individual teacher decision-making around the procurement and use of literacy expertise. Student achievement in literacy may benefit from the resulting actions of educators. (As Provided).
Anmerkungen	Mid-Western Educational Research Association. PO Box 702, Athens, OH 45701. Tel: 740-593-0880; e-mail: mwera.ed@gmail.com; e-mail: mwer1316@gmail.com; Web site: http://www.mwera.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01