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South African Journal of Education

versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100

Resumo

KLAPWIJK, Nanda M. Reading strategy instruction and teacher change: implications for teacher training. S. Afr. j. educ. [online]. 2012, vol.32, n.2, pp.191-204. ISSN 2076-3433.

I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.

Palavras-chave : reading strategy instruction; reading strategy instruction framework; teacher change; teacher development phases; teacher training.

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