Fostering Teacher Learning Through Dialogue in Training SessionsThe Journal of Reading Recovery
AbstractIn 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.
DepartmentDepartment of Curriculum and Instruction
Original Publication Date1-1-2006
RepositoryUNI ScholarWorks, University of Northern Iowa, Rod Library
Copyright© 2013 The Reading Recovery Council of North America. The copyright holder has granted permission for posting.
Citation InformationSalli Forbes and Connie Briggs. "Fostering Teacher Learning Through Dialogue in Training Sessions" The Journal of Reading Recovery Vol. 6 Iss. 1 (2006) p. 38 - 48
Available at: http://works.bepress.com/salli_forbes/12/