利用教师的见解为早期读写教学的在线专业发展提供信息

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Literacy Research and Instruction Pub Date : 2021-05-07 DOI:10.1080/19388071.2021.1921889

Robyn DeIaco, Courtney Samuelson, J. Grifenhagen, Dennis S. Davis, Marcia L. Kosanovich

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引用次数: 1

摘要

摘要本主题分析利用教师在早期阅读教学在线专业发展（PD）课程中的经验，确定教育工作者认为有益的课程设计特征，以及教育工作者在课程中提出的问题和关切。我们分析了418名参加该课程的教育工作者在论坛上的贡献和课程调查。我们发现，视频、互动活动和讨论论坛是在线平台的特色，可以促进教师的批判性反思。此外，当教师参与识字内容时，他们寻找理解单词分析概念的新方法，发明拼写，并思考如何将课程学习应用于满足不同学习者的需求。讨论了对未来基础阅读专业发展课程的启示和设计建议。

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Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction

ABSTRACT This thematic analysis utilizes teacher insights from their experiences in an online professional development (PD) course on early reading instruction to determine course design features educators perceive as being beneficial and questions and concerns educators raised during the course. We analyzed discussion forum contributions and course surveys from 418 educators enrolled in the course. We found that videos, interactive activities, and discussion forums were features of the online platform that fostered critical teacher reflection. Also, as teachers engaged with literacy content, they sought out new ways of understanding concepts of word analysis and invented spelling and reflected on how their course learning might apply to meeting the needs of diverse learners. Implications and design recommendations for future professional development courses in foundational reading are discussed.

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来源期刊

Literacy Research and Instruction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.