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Making Sense of Modeling in Elementary Literacy Instruction.
The Reading Teacher
|February 5, 2020
Summary
Educators need a shared professional language to effectively teach literacy. This study details efforts to define and represent modeling in elementary literacy instruction for better teacher training.
Area of Science:
- Education
- Literacy Studies
- Teacher Professional Development
Background:
- Modeling is a key instructional approach in literacy education.
- Defining essential features of modeling for preservice teachers has been challenging.
- A lack of shared professional language hinders effective teacher training and practice.
Purpose of the Study:
- To articulate and represent the essential features of modeling in elementary literacy instruction.
- To address the difficulty preservice teachers and instructors face in understanding modeling.
- To contribute to building a shared professional language in literacy education.
Main Methods:
- Descriptive analysis of instructional approaches.
- Qualitative articulation of modeling components.
- Development of representational tools for teaching modeling.
Main Results:
- Identified key challenges in communicating modeling to preservice teachers.
- Developed a clearer framework for understanding and implementing modeling.
- Provided strategies for representing modeling in elementary literacy.
Conclusions:
- Establishing a shared professional language is crucial for effective literacy instruction.
- Clearer articulation of instructional strategies like modeling improves teacher preparation.
- The study offers a foundation for further research and development in literacy education.
Keywords:
2‐Childhood5‐College/university students6‐AdultInstructional strategies, teaching strategies < Strategies, methods, and materialsInstructional strategies; methods and materialsPreservice < Teacher education, professional developmentStrategies, methods, and materialsTeacher education, professional developmentTeacher education; professional development
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