Reading Strategy Instruction and Teacher Change: Implications for Teacher Training

Autor/in	Klapwijk, Nanda M.
Titel	Reading Strategy Instruction and Teacher Change: Implications for Teacher Training
Quelle	In: South African Journal of Education, 32 (2012) 2, S.191-204 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Reading Strategies; Reading Instruction; Observation; Faculty Development; Teacher Attitudes; Program Implementation; Teacher Education; Mixed Methods Research; Intervention; Elementary School Teachers; Low Income Groups; Check Lists; Interviews; Expectation; Program Effectiveness; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Beobachtung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Checkliste; Interviewing; Interviewtechnik; Expectancy; Erwartung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01