Literaturnachweis - Detailanzeige
| Autor/inn/en | Main, Susan; Konza, Deslea; Hackling, Mark; Lock, Graeme |
|---|---|
| Titel | Professional Learning in Reading Instruction: The Influence of Context on Engagement and Enactment |
| Quelle | In: Australian Journal of Teacher Education, 45 (2020) 6, S.76-94, Artikel 5 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1835-517X |
| Schlagwörter | Foreign Countries; Professional Development; Professional Continuing Education; Reading Instruction; Instructional Improvement; Context Effect; Learner Engagement; Program Effectiveness; Teacher Attitudes; Elementary School Teachers; Evidence Based Practice; Pedagogical Content Knowledge; Australia |
| Abstract | Professional learning is widely acknowledged as an effective way to improve teacher practice and, consequently, student outcomes. However, this presupposes a direct link from professional learning to the enactment of the content of professional learning in teaching. This paper explores teachers' engagement with a continuing professional learning (CPL) program intended to improve teachers' knowledge and practice in reading instruction. Six case study subjects, self-selected from 10 schools participating in a year-long CPL program, provided the opportunity to explore what teachers enacted from the professional learning. This research highlighted the significance of contextual factors on how teachers engaged with and enacted information from the CPL. Contextual factors included individual beliefs about reading instruction and the expectations of the systems in which they are operating. This research emphasised the need to identify the personal and professional contexts of teachers involved in CPL programs in order to more effectively influence practice. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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