The Development of Exemplary Teaching Practices in Reading Instruction among Five Francophone Teachers

Authors

  • Catherine Turcotte

DOI:

https://doi.org/10.20360/G23W24

Keywords:

teaching practices, reading instruction, life history, Francophone teachers

Abstract

Effective reading instruction is considered one the best means of preventing school failure. This study examines how effective teaching practices of reading are formed among five exemplary elementary school teachers. By using a life history protocol informed by phenomenology, these teachers describe their past and present experiences as readers and teachers, and then explain the meaning they make out of these experiences. Individual and comparative analysis reveal that, although these teachers exhibit different experiences and teaching strategies, they share many personal and contextual experiences, such as reading models and engagement, reflection on practice and the importance of sharing experiences.

Author Biography

Catherine Turcotte

Université du Québec à Montréal

Downloads

Published

2010-10-16

How to Cite

Turcotte, C. (2010). The Development of Exemplary Teaching Practices in Reading Instruction among Five Francophone Teachers. Language and Literacy, 12(1), 128–146. https://doi.org/10.20360/G23W24

Issue

Vol. 12 No. 1 (2010)

Section

Articles

License

Authors who publish with this journal agree to the following terms:
    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
    2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
    3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).