Literacy-Related Professional Development Preferences of Secondary Teachers

Autor/inn/en	Jones, Shara L.; Lee, Elizabeth A.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Beobachtung; Lehrerkooperation; Lesson planning; Unterrichtsplanung; Didaktik; Trainingsmaßnahme; Ausland; Kanada
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