Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction
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| Title: | Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction |
|---|---|
| Language: | English |
| Authors: | DeIaco, Robyn, Samuelson, Courtney, Grifenhagen, Jill (ORCID |
| Source: | Literacy Research and Instruction. 2022 61(1):84-111. |
| Availability: | 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: | 28 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education |
| Descriptors: | 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 |
| Geographic Terms: | North Carolina |
| DOI: | 10.1080/19388071.2021.1921889 |
| ISSN: | 1938-8071 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1331652 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1938-8071 |
| DOI: | 10.1080/19388071.2021.1921889 |
