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ERIC Number: ED436751
Record Type: Non-Journal
Publication Date: 1998
Pages: 7
Abstractor: N/A
Reference Count: N/A
Supporting Teacher Learning: Reading Recovery as a Community of Practice.
Schwartz, Robert M.
Network News, p1-5 Fall 1998
Noting that most teachers find their own learning experiences in Reading Recovery very challenging, occasionally difficult, and sometimes frustrating, this paper explores the sources of these tensions and ways to maximize teacher learning while reducing anxiety and frustration. It discusses the nature of professional development (fidelity to Reading Recovery procedures versus teachers' professional expertise, and socialization versus collaboration); the nature of teaching (training versus inquiry, and conversation versus interrogation; and the nature of knowledge (problems versus answers, and facts versus transformation). The paper concludes that tensions arise as Reading Recovery trainers, teacher leaders, and teachers extend and refine the shared knowledge of its members, and it is the development of knowledge of the individual and the community that ensures that every experience carries its lesson. Contains 11 references, a table illustrating the tensions, and a figure. (RS)
Publication Type: Guides - Non-Classroom; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Reading Recovery Council of North America, Columbus, OH.