Skip to main content
Article
Fostering Teacher Learning Through Dialogue in Training Sessions
The Journal of Reading Recovery
  • Salli Forbes, University of Northern Iowa
  • Connie Briggs, Emporia State University
Document Type
Article
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
1-1-2006
Repository
UNI ScholarWorks, University of Northern Iowa, Rod Library
Date Digital
2006
Copyright
© 2013 The Reading Recovery Council of North America. The copyright holder has granted permission for posting.
Language
EN
File Format
application/pdf
Citation Information
Salli 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/