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| Dublin Core |
PKP Metadata Items |
Metadata for this Document |
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| 1. |
Title |
Title of document |
Online Teacher Training Using the Knowledge Framework and the Teaching–Learning Cycle for Literacy Development - Social Practices in Higher Education |
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| 2. |
Creator |
Author's name, affiliation, country |
Stephanie Link; Oklahoma State University; United States |
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| 2. |
Creator |
Author's name, affiliation, country |
Jesse Gleason; Southern Connecticut State University; United States |
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| 3. |
Subject |
Discipline(s) |
Linguistics |
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| 4. |
Subject |
Keyword(s) |
literacy development; Knowledge Framework; teaching-learning cycle; online teacher training |
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| 5. |
Subject |
Subject classification |
learning; academic discourse; systemic functional linguistics |
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| 6. |
Description |
Abstract |
While systemic functional approaches to literacy development have grown in popularity, there is still a lack of consensus on how to effectively build teachers’ knowledge and how that knowledge then translates into practice. Access to materials is also a concern, sparking renewed interest in online and digital materials for teacher education. Thus, our study’s purpose was twofold: First, it aimed to show how online materials development using the Knowledge Framework (KF) and the teaching–learning cycle (TLC) show promise for helping build teachers’ understanding of form-function relationships. Second, it attempted to gauge to what extent these online professional development opportunities carried over into teachers’ curricular planning. Informed by a socially motivated framework for the professional learning of teachers, we designed a situated, online training curriculum and evaluated the impact of the content on ten participants in a graduate-level literacy development course. Results showed that participants made a shift to a functional perspective after a two-week training involving pre-module activation, post-module reflection, and learning-to-teach activities. This functional shift was evident in their final assignment, an instructional case study/literacy plan, which served to connect learning-to-teach activities to the social practice of classroom teaching. Our research provides implications for supporting teachers’ use and transfer of SFL theory into practice. |
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| 7. |
Publisher |
Organizing agency, location |
Equinox Publishing Ltd |
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| 8. |
Contributor |
Sponsor(s) |
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| 9. |
Date |
(YYYY-MM-DD) |
02-Nov-2023 |
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| 10. |
Type |
Status & genre |
Peer-reviewed Article |
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| 11. |
Type |
Type |
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| 12. |
Format |
File format |
PDF |
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| 13. |
Identifier |
Uniform Resource Identifier |
https://journals.equinoxpub.com/index.php/books/article/view/39913 |
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| 14. |
Identifier |
Digital Object Identifier |
10.1558/equinox.39913 |
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| 15. |
Source |
Journal/conference title; vol., no. (year) |
Equinox eBooks Publishing; Social Practices in Higher Education |
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| 16. |
Language |
English=en |
en |
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| 18. |
Coverage |
Geo-spatial location, chronological period, research sample (gender, age, etc.) |
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| 19. |
Rights |
Copyright and permissions |
Copyright 2014 Equinox Publishing Ltd |