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A Reflective Professional Development Intervention Model of Early Writing Instruction

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: A Reflective Professional Development Intervention Model of Early Writing Instruction
Γλώσσα: English
Συγγραφείς: Zhang, Chenyi, Cook, J. Claire
Πηγή: Journal of Early Childhood Teacher Education. 2019 40(2):177-196.
Διαθεσιμότητα: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Ημερομηνία έκδοσης: 2019
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Faculty Development, Preschool Teachers, Writing Instruction, Reflective Teaching, Workshops, Program Effectiveness, Literacy Education, Teacher Competencies, Teaching Methods, Reflection, Program Implementation, Fidelity
DOI: 10.1080/10901027.2018.1536903
ISSN: 1090-1027
Περίληψη: This study presents a professional development (PD) model for promoting preschool teachers' writing instruction utilizing teachers' reflective practices. Thirteen prekindergarten teachers were followed for the entire pre-K year. Teachers were assigned to intervention and comparison conditions. A reflective PD workshop was developed based on classroom observations and teachers' reflections during the Fall semester. Intervention group teachers completed a reflective PD workshop, and a reflective teacher-researcher meeting in the Spring semester. By the end of the pre-K year, classroom observations suggested that the intervention group teachers provided a significantly higher quality of literacy and writing instruction than comparison group teachers. Intervention group teachers also implemented new teaching practices with high fidelity. Findings demonstrate the merit and necessity of utilizing reflective practices during in-service teachers' training. The description of the reflective PD model and teachers' initial teaching practices are also discussed in this article.
Abstractor: As Provided
Entry Date: 20190101
Αριθμός Καταχώρησης: EJ1216308
Βάση Δεδομένων: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Chenyi%22">Zhang, Chenyi</searchLink><br /><searchLink fieldCode="AR" term="%22Cook%2C+J%2E+Claire%22">Cook, J. Claire</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: This study presents a professional development (PD) model for promoting preschool teachers' writing instruction utilizing teachers' reflective practices. Thirteen prekindergarten teachers were followed for the entire pre-K year. Teachers were assigned to intervention and comparison conditions. A reflective PD workshop was developed based on classroom observations and teachers' reflections during the Fall semester. Intervention group teachers completed a reflective PD workshop, and a reflective teacher-researcher meeting in the Spring semester. By the end of the pre-K year, classroom observations suggested that the intervention group teachers provided a significantly higher quality of literacy and writing instruction than comparison group teachers. Intervention group teachers also implemented new teaching practices with high fidelity. Findings demonstrate the merit and necessity of utilizing reflective practices during in-service teachers' training. The description of the reflective PD model and teachers' initial teaching practices are also discussed in this article.
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      – SubjectFull: Writing Instruction
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