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

Autor/inn/en	DeIaco, Robyn; Samuelson, Courtney; Grifenhagen, Jill; Davis, Dennis S.; Kosanovich, Marcia
Titel	Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction
Quelle	In: Literacy Research and Instruction, 61 (2022) 1, S.84-111 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grifenhagen, Jill) ORCID (Davis, Dennis S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2021.1921889
Schlagwörter	Faculty Development; Literacy Education; Teacher Attitudes; Invented Spelling; Online Courses; Computer Mediated Communication; Group Discussion; Video Technology; Teaching Methods; Reflective Teaching; Concept Formation; Reading Instruction; Distance Education; Course Content; Elementary School Teachers; Kindergarten; North Carolina + Suchen Sie Ihr Suchwort? Lehrerverhalten; Rechtschreibdidaktik; Online course; Online-Kurs; Computerkonferenz; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Leseunterricht; Distance study; Distance learning; Fernunterricht; Kursprogramm; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01