对教师朗读知识的调查研究

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2023-11-07 DOI:10.1080/02702711.2023.2276449

Samuel DeJulio, Janis Harmon, Miriam Martinez, Marcy Wilburn

{"title":"对教师朗读知识的调查研究","authors":"Samuel DeJulio, Janis Harmon, Miriam Martinez, Marcy Wilburn","doi":"10.1080/02702711.2023.2276449","DOIUrl":null,"url":null,"abstract":"AbstractThe purpose of this investigation was to explore how teachers’ knowledge of read alouds might be shaped by opportunities to explore the crafting of picturebooks and the nature of collaborative meaning-making. Participants were enrolled in a graduate children’s literature course across one academic semester. Data included pre and post interviews as well as a reflective essay and a mini-research project. The authors found that although nearly all participants gained new knowledge about the crafting of picturebooks, only those with opportunities to apply what they were learning with children in classroom settings experienced a change in their thinking about the purpose and procedures for engaging students in read alouds.Keywords: Literacy teacher educationread aloudsteacher knowledge Disclosure StatementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"An Investigation of Teachers’ Knowledge of Read Alouds\",\"authors\":\"Samuel DeJulio, Janis Harmon, Miriam Martinez, Marcy Wilburn\",\"doi\":\"10.1080/02702711.2023.2276449\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"AbstractThe purpose of this investigation was to explore how teachers’ knowledge of read alouds might be shaped by opportunities to explore the crafting of picturebooks and the nature of collaborative meaning-making. Participants were enrolled in a graduate children’s literature course across one academic semester. Data included pre and post interviews as well as a reflective essay and a mini-research project. The authors found that although nearly all participants gained new knowledge about the crafting of picturebooks, only those with opportunities to apply what they were learning with children in classroom settings experienced a change in their thinking about the purpose and procedures for engaging students in read alouds.Keywords: Literacy teacher educationread aloudsteacher knowledge Disclosure StatementNo potential conflict of interest was reported by the author(s).\",\"PeriodicalId\":46567,\"journal\":{\"name\":\"Reading Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2023-11-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Reading Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/02702711.2023.2276449\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02702711.2023.2276449","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

摘要

摘要本调查的目的是探讨教师的大声朗读知识如何通过探索绘本的制作和合作意义创造的性质而形成。参与者被安排参加一个学期的研究生儿童文学课程。数据包括前后的访谈，以及一篇反思性文章和一个小型研究项目。作者发现，尽管几乎所有的参与者都获得了关于绘本制作的新知识，但只有那些有机会将他们所学到的知识应用到课堂环境中的人，才会改变他们对让学生大声朗读的目的和程序的看法。关键词:识字教师教育大声朗读教师知识披露声明作者未发现潜在的利益冲突。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

An Investigation of Teachers’ Knowledge of Read Alouds

AbstractThe purpose of this investigation was to explore how teachers’ knowledge of read alouds might be shaped by opportunities to explore the crafting of picturebooks and the nature of collaborative meaning-making. Participants were enrolled in a graduate children’s literature course across one academic semester. Data included pre and post interviews as well as a reflective essay and a mini-research project. The authors found that although nearly all participants gained new knowledge about the crafting of picturebooks, only those with opportunities to apply what they were learning with children in classroom settings experienced a change in their thinking about the purpose and procedures for engaging students in read alouds.Keywords: Literacy teacher educationread aloudsteacher knowledge Disclosure StatementNo potential conflict of interest was reported by the author(s).

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.