Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read
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- 作者：Juan E. Jimé ; neza ; ejimenez@ull.es" class="auth_mail" title="E-mail the corresponding author ; Isabel O'Shanahanb ; ioshanah@ull.es" class="auth_mail" title="E-mail the corresponding author
- 关键词：Web-based training ; Teacher knowledge ; Teacher beliefs ; National Reading Panel (NRP) ; Professional development ; Reading instruction
- 刊名：Teaching and Teacher Education
- 出版年：2016
- 出版时间：April 2016
- 年：2016
- 卷：55
- 期：Complete
- 页码：175-187
- 全文大小：1090 K
文摘
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Teaching children how to read demands a high degree of specialization.
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The creation of a Spanish online teacher professional development program has been developed to improve teaching of reading.
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Post-Letra program revealed changes in teachers’ beliefs about learning to read.
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Post-Letra program, teachers learned more about the essential components of the reading process.
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The assessment of the training and support website was quite positive by pre-service and in-service teachers.