Ideas+Concerning+Teacher+Projects 

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) 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).
 * Level 3: Individual teacher’s conceptions: norms and facts **