ERIC Number: ED427290
Record Type: RIE
Publication Date: 1997-Dec-12
Professional Development: Extending Literacy Roots.
McWhorter, J. YeVette; Bullion-Mears, Ann T.
Reading, writing, and reflecting can be used as tools during teachers' professional development opportunities. Various forums and activities that support an evolving view of professional development tend to encourage active participation and decision-making, reflective practice, and constructing knowledge based on discussions and readings. Book talks center around a topic of interest. Learning autobiographies (in which the writers investigate systematically their pasts as learners, discovering strengths and potential blind spots) help teachers encourage learning in their students. Professional development groups involve from three to six participants, reading and discussing the same text or multiple texts on the same professional topic. Professional Resource Infomercials require participants to review a professional book and then prepare a commercial to entice the audience to read the resource. Various publishing opportunities, in-class or out, help writers develop sensitivity to their audience and gain confidence in their abilities. Reflective journal writing may be useful in conjunction with almost all of the other forums. Structured Sustained Silent Reading (SSSR) is useful with preservice teachers, who read self-selected articles chosen from a classroom collection. Teacher research can lead to understanding children in classrooms and the teaching/learning that occurs on a daily basis. Teacher study groups/book groups give teachers a place to share ideas and explore new avenues in a social context that supports critical dialogue and reflection. Contains 29 references. (SR)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Reading Forum (18th, Sanibel Island, FL, December 12, 1997).