Kindergarten teachers’ changes in practice in interactive book reading following professional development primarily using in-class modeling: A mixed methods study

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-10-21 DOI:10.1016/j.tate.2024.104806

Paméla McMahon-Morin , Marie-Pier Gingras , Marie-Christine Hallé , Stefano Rezzonico , Bouchra Nasri

引用次数: 0

Abstract

This mixed-methods study investigated kindergarten teachers' changes in practice during book reading, following a professional development program using primarily in-class modeling. Quantitative video analysis indicated that a group of 11 teachers increased the number of language targets they worked on during book reading, and their use of scaffolding strategies after the intervention. Qualitative analysis of interviews and logbooks supported the quantitative findings and revealed that teachers changed their perceptions of the book-reading activity as well as children's contributions to teacher-child interactions. Professional development using in-class modeling could be considered in school settings and warrants further research.

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幼儿园教师在以课内示范为主的专业发展之后在互动式图书阅读方面的实践变化：混合方法研究

这项混合方法研究调查了幼儿园教师在主要采用课内示范的专业发展项目之后，在图书阅读过程中的实践变化。定量视频分析表明，11 位教师在图书阅读过程中增加了语言目标的数量，并在干预后增加了支架策略的使用。对访谈和日志的定性分析支持了定量分析结果，并显示教师改变了对图书阅读活动的看法，以及儿童对师幼互动的贡献。可以考虑在学校环境中采用课内示范的方式进行专业发展，这值得进一步研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.