NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ971633
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-1941-5257
School-Based Teacher Professional Development to Transform the Teaching of Reading Comprehension: An Irish Case Study
Concannon-Gibney, Tara; Murphy, Brian
Professional Development in Education, v38 n1 p131-147 2012
Despite recent research indicating that students require explicit teaching in the key reading skill of comprehension in order to become successful readers, a significant gap in the research relates to teacher professional development (PD) in the area. A recent Irish study used gathered survey data to create a year-long PD programme for teachers in reading comprehension strategy instruction (CSI) in one case-study school. This paper will analyse and discuss the PD programme, its impact on the participating teachers' pedagogy, the teachers' assessment of the overall in-school continuing professional development (CPD) experience, as well as the overall lessons to be gleaned from the year-long innovative initiative. It is envisioned that the experience of designing, implementing, participating in and reflecting on the CPD initiative on CSI may have some contribution to make to the Irish and international debate on effective models of CPD for teachers, school and education systems. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland