The logbook as a support tool for vocational training teachers integrating a reading comprehension approach

The logbook as a support tool for vocational training teachers integrating a reading comprehension approach

• Chantal Ouellet, Université du Québec à Montréal, Canada

• Amal Boultif, Université d’Ottawa, Canada

• Annie Dubeau, Université du Québec à Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2020.520

Résumé

Secondary VET teachers expect students to have the reading skills necessary to read course content, but many are struggling. Thus, 21 VET teachers were accompanied in the implementation of a proven pedagogical approach in reading comprehension. The qualitative analysis of their logbooks reveals that the methods of appropriating the approach go through improvements and adaptations, a more frequent modeling of high-level reading strategies, a greater variety of groupings of students during collaborative reading and a strong presence of the practice of gradual release of responsibility.

Abstract

Secondary VET teachers expect students to have the reading skills necessary to read course content, but many are struggling. Thus, 21 VET teachers were accompanied in the implementation of a proven pedagogical approach in reading comprehension. The qualitative analysis of their logbooks reveals that the methods of appropriating the approach go through improvements and adaptations, a more frequent modeling of high-level reading strategies, a greater variety of groupings of students during collaborative reading and a strong presence of the practice of gradual release of responsibility.