A Collaborative Professional Development Initiative Supporting Early Literacy Coaches
A Collaborative Professional Development Initiative Supporting Early Literacy Coaches
复制标题
支持早期识字教练的协作专业发展计划
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Kimberly Foxworth
中科院分区：
文献类型：
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作者：
Maryann Mraz;Brian T. Kissel;B. Algozzine;Julie Babb;Kimberly Foxworth
许多人认为，将研究转化为成功实践的关键在于为教师提供持续的专业发展和持续的指导支持。在本文中，我们概述了相关的辅导文献，并描述了循证幼儿识字辅导模式的四个关键特征：教练作为内容专家，教练作为反思性教学的推动者，教练作为专业发展的促进者，教练作为全校学习社区的建设者。我们还提供了关于这些角色是如何在幼儿教育者专业发展项目中实现的轶事，并为支持类似课堂上的识字教学的教练提供了建议。
Many believe that the key to translating research into successful practice lies in providing teachers with continuous professional development and ongoing coaching support. In this article, we provide an overview of the relevant coaching literature and describe 4 critical features of an evidence-based preschool literacy coaching model: the coach as a content expert, the coach as a promoter of reflective instruction, the coach as a professional development facilitator, and the coach as a builder of a schoolwide learning community. We also provide anecdotes about how these roles were realized in an early childhood educator professional development project and suggestions for coaches supporting literacy instruction in similar classrooms.