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Teacher's professional knowledge and the teaching of reading in the early years

Ohi, Sarah 2007, Teacher's professional knowledge and the teaching of reading in the early years, Australian journal of teacher education, vol. 32, no. 2, pp. 1-14.

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Title Teacher's professional knowledge and the teaching of reading in the early years
Author(s) Ohi, Sarah
Journal name Australian journal of teacher education
Volume number 32
Issue number 2
Start page 1
End page 14
Publisher Graylands Teachers College
Place of publication Graylands, W.A.
Publication date 2007-05
ISSN 1835-517X
0313-5373
Summary What are the sources of teachers’ professional knowledge for the teaching of reading? This paper reports findings from a study that investigated the role of teachers in the current Research-Policy-Praxis Nexus (RPPN). This was achieved by a specific focus upon constructions of reading in the early years in Victoria, Australia. All of the teacher participants either implemented or coordinated the Victorian Early Years Literacy Program (EYLP) in the primary school setting. These teachers were interviewed in order to hear their views on reading development and reading pedagogy and to identify the sources of this professional knowledge. The findings from this study are important for all teachers and teacher educators as they have implications for teaching practise, teacher education and teacher professional development programs.
Notes Reproduced with the specific permission of the copyright owner.
Language eng
Field of Research 130199 Education systems not elsewhere classified
Socio Economic Objective 939999 Education and Training not elsewhere classified
HERDC Research category C1.1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024196

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.