Teachers' professional development in the context of a nation-wide project on reading literacy
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Bara Olga Marentič Požarnik [1] ; Fani Nolimal [2]
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[1] University of Ljubljana
University of Ljubljana
Eslovenia
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[2] National Education Institute of the Republic of Slovenia
National Education Institute of the Republic of Slovenia
Eslovenia
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- Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 269-277
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Mainly as a response to relatively low achievements of Slovenian 15-year olds in PISA 2009 measurements of reading literacy, a 2-year project Empowering learners through improving reading literacy and access to knowledge has been launched. The main goals were to improve motivation and reading literacy, especially reading comprehension in students of 9-year school, and also to reduce the gap in reading literacy of students from different SES. To achieve this, classroom and subject teachers in the participating schools were encouraged and trained to use more appropriate and varied teaching strategies and also to increase school-wide cooperation and responsibility.
In the final evaluation of the project, mainly »visible« results were observed and measured, especially the use of varied methods and student reading achievements. But for the sustainability of the project it is also important to know to what extent the cooperation in the project contributed to teachers' professional development. To get some insight into this, we carried out a series of interviews with focus groups of 3-4 teachers from eight of the participating schools. We had two key questions in mind: Has the project brought about any significant changes in acting and thinking about teaching, learning, relationships with students and collegues that can be interpreted as signs of professional development? Which characteristics of the project could these changes be attributed to? In the interpretation of answers, we applied Korthagen's »onion model« of levels of change. The findings enable us a formulation of some guidelines for the management of similar projects in the future.
