Professional Development for Transitional Kindergarten Teachers of Dual Language Learners: Learning and Applying Scaffolded Dialogic Reading

Carola Matera; Elvira G. Armas; Magaly Lavadenz

doi:10.55370/hsdialog.v19i2.556

Professional Development for Transitional Kindergarten Teachers of Dual Language Learners: Learning and Applying Scaffolded Dialogic Reading

Carola Matera, Elvira G. Armas, Magaly Lavadenz

California State University, Channel Islands

Research output: Contribution to journal › Article › peer-review

Abstract

This research to practice paper summarizes a study on professional development in the form of in-situ coaching for transitional kindergarten (TK) DLL teachers as they implemented a practice known as scaffolded dialogic reading. The practice itself was effective at improving teachers’ knowledge and competency in teaching DLLs, and coaching significantly increased this effect.

Original language	English
Pages (from-to)	129-132
Journal	Dialog
Volume	19
Issue number	2
DOIs	https://doi.org/10.55370/hsdialog.v19i2.556
State	Published - 2016

Keywords

dual language learners,
dialogic reading
transitional kindergarten
teaching practices
professional development
coaching

Disciplines

Education

Access to Document

10.55370/hsdialog.v19i2.556

Cite this

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title = "Professional Development for Transitional Kindergarten Teachers of Dual Language Learners: Learning and Applying Scaffolded Dialogic Reading",

abstract = "This research to practice paper summarizes a study on professional development in the form of in-situ coaching for transitional kindergarten (TK) DLL teachers as they implemented a practice known as scaffolded dialogic reading. The practice itself was effective at improving teachers{\textquoteright} knowledge and competency in teaching DLLs, and coaching significantly increased this effect.",

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