Engaging Teachers in Investigating Their Teaching as a Linguistic Enterprise: The Case of Comprehension Instruction in the Context of Discussion

Linda Kucan

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Engaging Teachers in Investigating Their Teaching as a Linguistic Enterprise: The Case of Comprehension Instruction in the Context of Discussion

机译：以语言企业的身份进行教师调查研究：以讨论为背景的理解教学案例

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Although text-based discussions are considered by many literacy researchers and educators to be optimal contexts for teaching students how to comprehend text, a discussion is an ill-structured instructional space with complicated demands. A challenge for teacher educators is to acknowledge this complexity and provide ways for teachers to learn how to manage it. In the present study, a group of teachers in a master's-level methods course was supported in learning about comprehension instruction through analyzing transcripts of their classroom discussions, a form of practical inquiry.

机译：尽管许多素养研究人员和教育工作者认为基于文本的讨论是教学生如何理解文本的最佳环境，但讨论是一个结构复杂，要求复杂的教学空间。教师教育者面临的一个挑战是承认这种复杂性，并为教师提供学习如何管理它的方法。在本研究中，通过分析课堂讨论的笔录（一种实用的探究形式），支持一组教师在硕士方法课程中学习理解教学。

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《Reading Psychology》 |2009年第1期|51-87|共37页
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Linda Kucan;
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University of Pittsburgh, Pittsburgh, Pennsylvania, USA;

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Engaging Teachers in Investigating Their Teaching as a Linguistic Enterprise: The Case of Comprehension Instruction in the Context of Discussion

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