{"title":"幼儿园教师在以课内示范为主的专业发展之后在互动式图书阅读方面的实践变化：混合方法研究","authors":"Paméla McMahon-Morin , Marie-Pier Gingras , Marie-Christine Hallé , Stefano Rezzonico , Bouchra Nasri","doi":"10.1016/j.tate.2024.104806","DOIUrl":null,"url":null,"abstract":"<div><div>This mixed-methods study investigated kindergarten teachers' changes in practice during book reading, following a professional development program using primarily in-class modeling. Quantitative video analysis indicated that a group of 11 teachers increased the number of language targets they worked on during book reading, and their use of scaffolding strategies after the intervention. Qualitative analysis of interviews and logbooks supported the quantitative findings and revealed that teachers changed their perceptions of the book-reading activity as well as children's contributions to teacher-child interactions. Professional development using in-class modeling could be considered in school settings and warrants further research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104806"},"PeriodicalIF":4.0000,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Kindergarten teachers’ changes in practice in interactive book reading following professional development primarily using in-class modeling: A mixed methods study\",\"authors\":\"Paméla McMahon-Morin , Marie-Pier Gingras , Marie-Christine Hallé , Stefano Rezzonico , Bouchra Nasri\",\"doi\":\"10.1016/j.tate.2024.104806\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This mixed-methods study investigated kindergarten teachers' changes in practice during book reading, following a professional development program using primarily in-class modeling. Quantitative video analysis indicated that a group of 11 teachers increased the number of language targets they worked on during book reading, and their use of scaffolding strategies after the intervention. Qualitative analysis of interviews and logbooks supported the quantitative findings and revealed that teachers changed their perceptions of the book-reading activity as well as children's contributions to teacher-child interactions. Professional development using in-class modeling could be considered in school settings and warrants further research.</div></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":\"153 \",\"pages\":\"Article 104806\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2024-10-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X24003391\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24003391","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Kindergarten teachers’ changes in practice in interactive book reading following professional development primarily using in-class modeling: A mixed methods study
This mixed-methods study investigated kindergarten teachers' changes in practice during book reading, following a professional development program using primarily in-class modeling. Quantitative video analysis indicated that a group of 11 teachers increased the number of language targets they worked on during book reading, and their use of scaffolding strategies after the intervention. Qualitative analysis of interviews and logbooks supported the quantitative findings and revealed that teachers changed their perceptions of the book-reading activity as well as children's contributions to teacher-child interactions. Professional development using in-class modeling could be considered in school settings and warrants further research.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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