Reading Teachers' Perspectives on Professional Development in Phonological Methods and Implementation of Instructional Strategies

Autor/in	Toole, Lisa M.
Titel	Reading Teachers' Perspectives on Professional Development in Phonological Methods and Implementation of Instructional Strategies
Quelle	(2023), (165 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1615-7
Schlagwörter	Hochschulschrift; Dissertation; Reading Instruction; Teaching Methods; Reading Teachers; Teacher Attitudes; Elementary School Teachers; Kindergarten; Faculty Development; Phonology; Instructional Effectiveness; Phonemic Awareness; Phonics; Metacognition; Educational Improvement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Fonologie; Unterrichtserfolg; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching improvement; Unterrichtsentwicklung
Abstract	The problem addressed through this research study was although kindergarten through Grade 3 (K-3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K-3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by exploring the teachers' perspectives about their professional development, which professional development had the most effect on their teaching, and which opportunities are needed to enhance implementation. A basic qualitative approach using a participant interview protocol with predetermined questions was used to collect data from 10 K-3 reading teachers. Interview data were collected and analyzed using thematic analysis. The following four themes emerged from the data analysis: merging multiple professional developments leads to inconsistent implementation, teachers prefer curriculum alignment and instructional integrity, teachers value professional development leading to intentional phonics instruction, and teachers want organizational commitment to continuous improvement. This study may contribute to positive social change by providing professional development designers and educators with information when making decisions about professional development in phonological methods. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01