Literaturnachweis - Detailanzeige
Autor/inn/en | Jones, Shara L.; Lee, Elizabeth A. |
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Titel | Literacy-Related Professional Development Preferences of Secondary Teachers |
Quelle | In: Alberta Journal of Educational Research, 60 (2014) 2, S.245-263 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-4805 |
Schlagwörter | Literacy; Secondary School Teachers; Preferences; Faculty Development; Teacher Surveys; Mentors; Observation; Teacher Collaboration; Cooperative Planning; Lesson Plans; Training Methods; Program Length; Foreign Countries; Canada |
Abstract | A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared practice, mentoring, observation of colleagues, and collaborative lesson development. Preferences for form and content of professional development varied between subject areas and course types. (As Provided). |
Anmerkungen | University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |