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Network News, p1-5 Fall 1998

Noting that most teachers find their own learning experiences in Reading Recovery very challenging, occasionally difficult, and sometimes frustrating, this paper explores the sources of these tensions and ways to maximize teacher learning while reducing anxiety and frustration. It discusses the nature of professional development (fidelity to Reading Recovery procedures versus teachers' professional expertise, and socialization versus collaboration); the nature of teaching (training versus inquiry, and conversation versus interrogation; and the nature of knowledge (problems versus answers, and facts versus transformation). The paper concludes that tensions arise as Reading Recovery trainers, teacher leaders, and teachers extend and refine the shared knowledge of its members, and it is the development of knowledge of the individual and the community that ensures that every experience carries its lesson. Contains 11 references, a table illustrating the tensions, and a figure. (RS)

Descriptors: Classroom Techniques, Early Intervention, Instructional Effectiveness, Primary Education, Professional Development, Reading Difficulties, Reading Instruction, Student Needs, Teacher Education, Teacher Role, Teaching Experience





Autor: Schwartz, Robert M.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8789&id=ED436751



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