Facilitative Talk: Shaping a Culture of Professional Learning Over Time

被引：1

作者：

Fountas, Irene C. ^{[1
,2
]}

Pinnell, Gay Su ^{[3
]}

机构：

[1] Lesley Univ, Grad Sch Educ, Ctr Reading Recovery & Literacy Collaborat, Early Literacy & Reading Recovery, Cambridge, MA USA

[2] Lesley Univ, Grad Sch Educ, Ctr Reading Recovery & Literacy Collaborat, Cambridge, MA USA

[3] Ohio State Univ, Sch Teaching & Learning, Columbus, OH 43210 USA

来源：

READING TEACHER | 2021年 / 74卷 / 05期

关键词：

Motivation; engagement; Oral language; Teacher education; professional development; Theoretical perspectives; 1-Early childhood; 2-Childhood; 3-Early adolescence; 4-Adolescence;

D O I：

10.1002/trtr.1995

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, in structured professional development settings, and in literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers.

引用

页码：641 / 648

页数：8

共 7 条

[1]

Fountas I.C., SCH LEADERS LITERACY

[2]

Fountas I.C., 2017, FOUNTAS PINNELL LITE

[3]

Fountas I.C., 2016, FOUNTAS PINNELL PR 1

[4] Literacy Leadership From the Classroom: Learning From Teacher Leaders [J].

Fountas, Irene C. ;

Pinnell, Gay Su .

READING TEACHER, 2020, 74 (02) :223-229

[5]

Johnston P., 2020, ENGAGING LITERATE MI

[6]

Lindfors J.W., 1999, Children's inquiry: Using language to make sense of the world

[7]

Vygotsky LS., 1978, Mind in Society: The Development of Higher Psychological Processes, V86

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