ABSTRACT

This thematic analysis utilizes teacher insights from their experiences in an online professional development (PD) course on early reading instruction to determine course design features educators perceive as being beneficial and questions and concerns educators raised during the course. We analyzed discussion forum contributions and course surveys from 418 educators enrolled in the course. We found that videos, interactive activities, and discussion forums were features of the online platform that fostered critical teacher reflection. Also, as teachers engaged with literacy content, they sought out new ways of understanding concepts of word analysis and invented spelling and reflected on how their course learning might apply to meeting the needs of diverse learners. Implications and design recommendations for future professional development courses in foundational reading are discussed.

摘要

该主题分析利用教师在早期阅读教学在线专业发展 (PD) 课程中的经验，确定教育工作者认为有益的课程设计特征以及教育工作者在课程中提出的问题和担忧。我们分析了参加该课程的 418 位教育工作者的论坛贡献和课程调查。我们发现视频、互动活动和讨论论坛是促进教师批判性反思的在线平台的功能。此外，当教师从事识字内容时，他们寻找理解单词分析概念的新方法，发明了拼写，并反思他们的课程学习如何适用于满足不同学习者的需求。