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Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction?
ARTICLE

International Journal of Educational Research Volume 67, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This study examined the activation of teachers’ tacit knowledge of reading comprehension strategy instruction as part of a teacher professional development course. Although studies have examined professional development courses that inform teachers about research-based knowledge, there has not been much research on courses activating teachers’ tacit knowledge, as is the case with the present study. This qualitative study analyzed 21 upper secondary teachers’ instructional design; which strategies they promoted, how these differed across subjects, how their instruction was made explicit through professional development, and how the course contributed to the activation of tacit knowledge. This study demonstrated teacher learning over time, where implicit practices were made explicit through written narratives and increased metacognitive awareness.

Citation

Brevik, L.M. (2014). Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction?. International Journal of Educational Research, 67(1), 52-66. Elsevier Ltd. Retrieved April 5, 2020 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2014.05.002

Keywords