Premium
From scripted instruction to teacher empowerment: supporting literacy teachers to make pedagogical transitions
Author(s) -
Fang Zhihui,
Fu Danling,
Lamme Linda Leonard
Publication year - 2004
Publication title -
literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.649
H-Index - 26
eISSN - 1741-4369
pISSN - 1741-4350
DOI - 10.1111/j.0034-0472.2004.03801010.x
Subject(s) - empowerment , professional development , pedagogy , literacy , multitude , curriculum , lifelong learning , faculty development , qualitative research , psychology , teacher education , sociology , mathematics education , political science , social science , law
The article describes a longitudinal professional development project in rural Florida (USA) schools that supports the efforts of inservice teachers to make pedagogical transitions from total reliance on prepackaged commercial programmes to making informed decisions about curriculum and pedagogy autonomously. It demonstrates that in order to initiate and sustain qualitative changes in teaching practices, conscious efforts must be made to address a multitude of barriers at the administrative, professional and personal levels. It suggests that professional development efforts in education must recognise the complex, multifaceted and lifelong nature of becoming and being an effective literacy teacher.