Fostering Teacher Learning Through Dialogue in Training Sessions

Authors

Salli Forbes, University of Northern IowaFollow
Connie Briggs, Emporia State UniversityFollow

Document Type

Article

Journal/Book/Conference Title Title

The Journal of Reading Recovery

Volume

6

Issue

1

First Page

38

Last Page

48

Abstract

In Reading Recovery, teachers learn through their experiences observing and teaching students and through dialogue with other teachers in their training class in a community of practice (Schwartz, 1998). Teachers, teacher leaders, and trainers have all engaged in this training model and often praise the importance of the training (Jones, 1991; Lyons, Pinnell, & DeFord, 1993). External observers have also acknowledged the excellent professional development that Reading Recovery provides.

Department

Department of Curriculum and Instruction

Comments

First published in The Journal of Reading Recovery, v. 6, no. 1 (2006), pp. 38-48, published by Reading Recovery Council of North America.

Original Publication Date

2006

Repository

UNI ScholarWorks, University of Northern Iowa, Rod Library

Copyright

© 2013 The Reading Recovery Council of North America. The copyright holder has granted permission for posting.

Date Digital

2006

Language

EN

File Format

application/pdf

Recommended Citation

Forbes, Salli and Briggs, Connie, "Fostering Teacher Learning Through Dialogue in Training Sessions" (2006). Curriculum & Instruction Faculty Publications. 3.
https://scholarworks.uni.edu/ci_facpub/3