Enhancing Preschool-Kindergarten Educator Implementation of Interactive Reading Instruction through Vertical Teaming: Exploring Collaborative Enquiry

Autor/inn/en	Kotas, Jacqueline; Bridi, Julia; Garrity, Sarah M.
Titel	Enhancing Preschool-Kindergarten Educator Implementation of Interactive Reading Instruction through Vertical Teaming: Exploring Collaborative Enquiry
Quelle	In: Journal of Early Childhood Literacy, 23 (2023) 2, S.262-287 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kotas, Jacqueline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798420978521
Schlagwörter	Preschool Teachers; Kindergarten; Urban Schools; Teacher Attitudes; Attitude Change; Communities of Practice; Reading Teachers; Reading Instruction; Reflective Teaching; Literacy Education; Emergent Literacy; Metacognition; Learning Motivation; Program Implementation; Barriers; Media Selection; Role Playing + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Community; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Leseunterricht; Frühleseunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Motivation for studies; Lernmotivation; Medienwahl; Rollenspiel
Abstract	Using data from a 2-year empirical project in an urban school within the United States, this article describes how educators of preschool, transitional-kindergarten and kindergarten (PreK-TK-K) altered perceptions and practices as a result of participating in a purposefully crafted professional learning community using collaborative enquiry. Emergent thematic findings highlight shifts in educator understanding and application of interactive reading practice and alignment across classrooms of young learners. This vertical professional learning community provided space and time where educators constructed meaning through collaborative enquiry, video observations and reflection, which informed educator thinking and enriched student interaction for literacy learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01