The Effects of Professional Development on Preschool Teachers' Instructional Behaviours during Storybook Reading

Autor/inn/en	Dennis, Lindsay; Horn, Eva
Titel	The Effects of Professional Development on Preschool Teachers' Instructional Behaviours during Storybook Reading
Quelle	In: Early Child Development and Care, 184 (2014) 8, S.1160-1177 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.853055
Schlagwörter	Preschool Teachers; Faculty Development; Teacher Behavior; Story Reading; Instructional Improvement; Educational Strategies; Training Methods; Coaching (Performance); Feedback (Response); Emergent Literacy; Child Care Centers; Predictor Variables; Protocol Materials; Protocol Analysis; Interaction; Interaction Process Analysis; Learner Engagement; Student Participation; Program Effectiveness + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher behaviour; Lehrerverhalten; Unterrichtsqualität; Lehrstrategie; Didaktik; Trainingsmaßnahme; Frühleseunterricht; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Prädiktor; Unterrichtsprotokoll; Interaktion; Prozessanalyse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Early literacy skill development at the preschool level is critical for later success in learning to read and other reading-related activities. Professional development (PD), specifically coaching via performance feedback delivered through email, may provide a viable alternative to other types of trainings (e.g. workshops) that are often ineffective. This study investigated the impact of PD on the instructional behaviours of teachers of children between the ages of three and five, as well as the subsequent impact on children's level and complexity of engagement during book reading sessions. A single-case multiple baseline design was applied across three teachers and six children in two preschool classrooms. Results of the study indicate that PD produced change in teacher's behaviours, specifically, their increased implementation of specific evidence-based storybook reading strategies following intervention. Child level behaviours were not significantly changed as a result of the intervention. Implications for the results are provided for implementation of PD in early childhood settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10