Design principles for professionalizing primary school teachers on promoting reading motivation

Abstract

Studies show that teachers' continuing professional development (CPD) is essential for educational quality, and moreover, when it comes to reading, key for students' success in education and participation in our 21 st century society. Most of the research investigating professional development programs on improving teachers' self-efficacy for teaching reading and in particular on fostering students' reading motivation, however, fails to include clear and detailed descriptions of the design principles underlying the programs. Therefore, the present study provides a comprehensive description and operationalization of the design principles of a CPD program for primary school teachers focusing on promoting students' reading motivation combining Desimone's (2009) framework for effective professional development with Self-Determination Theory (Ryan & Deci, 2000). Consequently, the CPD program's core features as distinguished by Desimone (i.e., content focus, coherence, active learning, collective participation and duration) and the need for autonomy, competence and relatedness as put central in SDT are analytically described and elaborated on. In view of reporting on the implementation check of the CPD, we further provide insight into whether these operationalized design principles were also perceived as such by the teachers participating in a first iteration of the CPD intervention.

Pre‐service teachers' reader profiles: stability and change throughout teacher education

“…Building on this study's results where almost one-fourth of the pre-service teachers state to be low in reading attitude, not to read frequently, perceive themselves as less able readers and seem less willing to promote reading, it is recommended to keep track of these teachers. For example, by checking whether they actually act on these results in their classroom and by providing them with customised professional development (Desimone, 2009, Vansteelandt et al, 2019. It further seems worthwhile to not only focus on this group of unenthusiastic readers, but also on teachers in both other profiles, as the first years in the profession appear to be crucial for every teacher (Aspfors & Fransson 2015).…”

Formación e innovación docente en didáctica de la escritura basada en géneros en el grado de Maestro en Educación Primaria

“…Si asociamos estos datos con la escasa formación que se proporciona en el área de las lenguas y su didáctica en las titulaciones que habilitan para el ejercicio de la docencia en la educación infantil, primaria y secundaria, resulta obvia la necesidad de medidas que potencien la preparación del profesorado en metodologías de eficacia científicamente demostrada para el desarrollo de la alfabetización académica de los escolares (Carlino, 2009;Daniello, 2014;García-Parejo y Ahern, 2019;Larrañaga y Yubero Jiménez, 2019;Rose y Martin, 2012/2018Sotomayor et al, 2011;Vansteelandt et al, 2019). Esta necesidad resulta aún más crucial si tenemos en cuenta el alto porcentaje de escuelas que implementan el enfoque AICLE, 'Aprendizaje Integrado de Contenidos y de Lengua' (Ahern et al, 2020;Lorenzo et al, 2021) y la configuración sociocultural cada vez más diversa de escuelas, barrios y comunidades (INE, 2021;Neubauer et al, 2021).…”

An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students

“…Failing to describe these principles thwarts replication, theory building, and communication about effective instruction. Additionally, it hampers dissemination and implementation into practice (Bouwer & De Smedt, 2018;Rijlaarsdam et al, 2018;Schrijvers et al, 2019;Vansteelandt et al, 2019). In the field of reading research, a similar call seems imperative.…”