If you want to comment on these thoughts you can do this in two different ways:
  1. use the discussion button at the top of this page ( recommented
  2. edit this page ( rewrite, add ): maybe not the best idea at the moment. We have to dicuss this later.

Jeroen Clemens

Renata Valtin
Some thoughts for a teacher project

Additional you can look at the Power Point presentation Renata used at the IDEC meeting: Some thoughts for a FELAproject.ppt

Dear friends,
Here is a preliminary outline of a model for a project.
Please:
- look at the different levels and give comments
- indicate, who of you would be willing to participate in which aspect.

Teacher development is a hot topic now (see also Meeli`s information about the conference). Therefore competition is great and we must have a special topic –the focus on reading teachers is such a special one (and teachers knowledge and beliefs a fruitful focus in my eyes).
Following is a model framework that includes levels and aspects we might think about to include in a common project. It is derived from the MT 21 theoretical framework (see in the ppt.)

Level 1: (General) Teacher education system
- institutional structure: (Are all teachers reading teachers, or only in primary grades?)
- goals of (reading) teacher education
- content structure:
- relationship of theory and practice
- selectivity: how students are selected?

Level 2: Institutionally intended curriculum for reading/literacy teachers
- Learning goals and content (psychology, language development, theory of reading, theory of learning to read)
- teaching methods
- relationship of theory and practice

Possible target sample: teacher educators (interviews, questionnaire)


Level 3: Individual teacher’s conceptions: norms and facts
We might proceed in two steps:
First step: -Teachers‘ knowledge: What should they know? Developing of criteria (Gerry’s presentation is helpful here)
(content knowledge): written language, reading process, how children learn to read…
(pedagogical content knowledge): diagnosing of learning level, difficulties, reading methods, remedial measures…
(general pedagogical knowledge)
beliefs: constructivist view, professional dedication…

Target sample: reading experts (interviews)

Second step: - What do reading teachers know? On the basis of the criteria developed in the first step
(content knowledge): written language, reading process, how children learn to read…
(pedagogical content knowledge): diagnosing of learning level, difficulties, reading methods, remedial measures…
(general pedagogical knowledge)
beliefs: constructivist view, professional dedication…

Target sample: reading teachers (questionnaire).