Creating a Reason to Read: Coaching Strategies That Support Teachers to Establish Reading as a Professional Practice

Autor/inn/en	Sawatzki, Carly; Tour, Ekaterina; Marangio, Karen
Titel	Creating a Reason to Read: Coaching Strategies That Support Teachers to Establish Reading as a Professional Practice
Quelle	In: Australian Educational Researcher, 50 (2023) 4, S.1197-1215 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sawatzki, Carly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00549-w
Schlagwörter	Coaching (Performance); Faculty Development; Reading; Foreign Countries; Educational Research; Australia + Suchen Sie Ihr Suchwort? Leseprozess; Lesen; Ausland; Bildungsforschung; Pädagogische Forschung; Australien
Abstract	The complex nature of teaching draws teachers to read so as to satisfy their curiosities, problem-solve and innovate. However, teachers find it challenging to access and learn from educational research findings. Through our work as 'consultant coaches' in one Australian school over the duration of one school year, we co-constructed strategies to support teachers in translating insights from professional reading in their classrooms. This article reports on how regular coach meetings provided a forum for professional discourse about successes and struggles that contributed to the generation of four interconnected strategies that supported teachers in making connections between educational research and their problems of practice. While experimenting with more sophisticated research-informed pedagogies sometimes produced tensions in the form of student resistance, persistence led to eventual success and tended to affirm for the majority of teachers that reading is a worthwhile professional activity. This, in turn, motivated teachers to continue reading. That coaches grew in their ability to encourage teachers to read and experiment is testament to the effectiveness of the coach meetings for supporting and extending their work as teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01