Of schemas, scaffolds, and connections
Subtitle: adolescent literacy and the literacy of teacher development.
Published: 2005
Language: eng
Number of pages: 182
Subjects: High school teachers -- In-service training.; English teachers -- In-service training.; Language arts -- Study and teaching.; Language arts -- Study and teaching (Secondary).
Description: How do teachers grow professionally? What can boards of education do to stimulate, and sustain teacher growth? This study explores these questions in a particular context: secondary English teacher development in adolescent literacy.In co-constructing an understanding of the Literacy Workshop with these four colleagues, I examine the efficacy of our approach to teacher development and explore the implications of the Literacy Workshop for these teachers, their students and colleagues, for the board, and for scholars, researchers and practitioners interested in teacher growth as perceived and articulated by teachers themselves.The Literacy Workshop ended its formal work in December 2003. This study is a reflective reconstruction of the Workshop by 5 of the 17 members (4 teachers and myself as facilitator). Thesis participants assess the significance of the Literacy Workshop in shaping their growth. They interpret data collected as an integral part of the Workshop and expand it substantially as they reflect on their community of practice experience and their ongoing appropriation and application of their learning in secondary classes.A foundational component of Secondary School Reform in Ontario was the introduction of a credentialing literacy requirement. Understandably, students, parents, administrators and colleagues looked to English teachers for leadership. English teachers, with no formal training in reading as part of their preservice program, needed support. The Literacy Workshop was created to address the literacy needs of adolescents through our development as teachers. Building on the work of Dewey, Vygotsky, Wells, Wilhelm, Bomer, Wenger and others, we strengthened our schemas, tested strategies to scaffold instruction, and sought to connect our learning with the day-to-day realities of our classrooms. As we worked together we grew into a community of practice.
Notes: Thesis (Ed.D.)--University of Toronto, 2005.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2180.