Teachers' Professional Development: Awareness of Literacy Practices

Autor/inn/en	Lundgren, Berit; Scheckle, Eileen; Zinn, Denise
Titel	Teachers' Professional Development: Awareness of Literacy Practices
Quelle	In: South African Journal of Education, 35 (2015) 1, Artikel 945 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Literacy; Educational Practices; Faculty Development; Grade 8; Teacher Employment; Semi Structured Interviews; Critical Literacy; Teacher Attitudes; Language Usage; Language Acquisition; Classroom Techniques; Foreign Countries; Case Studies; Observation; South Africa + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Bildungspraxis; School year 08; 8. Schuljahr; Schuljahr 08; Kritisches Lesen; Lehrerverhalten; Sprachgebrauch; Sprachaneignung; Spracherwerb; Klassenführung; Ausland; Case study; Fallstudie; Case Study; Beobachtung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article draws upon our experiences of participating in a Literacy Hub in South Africa. The aim is to describe and analyse how dialogue among Grade Eight teachers in a Literacy Hub around literacy teaching practices might lead to professional development and deepen teachers' understanding of literacy practices and teaching. Interviews and observations with eight teachers were conducted to understand their literacy practices. The result indicates that sustainable development is a process that takes time. Furthermore, the study shows that the teachers relate to students' context and own experiences as a means of introducing a topic. While some teachers try to give the students access to cognitively demanding tasks, most tasks and events in the classrooms are cognitively undemanding and context-embedded. The importance of offering teachers examples of varied literacy practices and of making classroom literacy practice visible is noted. (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