Professional Development for Conceptual Change: Extending the Paradigm to Teaching Reading Comprehension in US Schools

Autor/inn/en	Hollenbeck, Amy Feiker; Kalchman, Mindy
Titel	Professional Development for Conceptual Change: Extending the Paradigm to Teaching Reading Comprehension in US Schools
Quelle	In: Professional Development in Education, 39 (2013) 5, S.638-655 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2012.728535
Schlagwörter	Reading Comprehension; Teaching Methods; Reading Instruction; Faculty Development; Theory Practice Relationship; Research and Development; Concept Formation; Satisfaction; Case Studies; Elementary School Teachers; Special Education Teachers; Grade 5; Grade 6; Change; Barriers + Suchen Sie Ihr Suchwort? Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Theorie-Praxis-Beziehung; Forschung und Entwicklung; Concept learning; Begriffsbildung; Zufriedenheit; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Wandel
Abstract	In this paper we examine American inservice teachers' instructional methods in reading comprehension following professional development (PD), illustrating the prolonged and significant gap between research and practice in the field of reading comprehension. We explore this gap from a conceptual change perspective, positing that some level of dissatisfaction or discontentment with an existing belief, conception or practice is central to its successful revision. Thus, to support change in practice, PD for teachers should begin from the point of intrinsic pedagogical dissatisfaction, with current practices self-identified as problematic. To illustrate this, we portray the current instructional practices of three representative teachers in conjunction with their PD histories. Analyses revealed high levels of pedagogical satisfaction despite observational data divergent from the research base in reading comprehension instruction. We identify both idiosyncratic and common impediments to pedagogical and conceptual change following PD. In conclusion, we suggest the design of PD in reading comprehension instruction to support conceptual change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10