Appropriation of Knowledge and Practices by Teachers in a Reading-writing Research Project
Appropriation of Knowledge and Practices by Teachers in a Reading-writing Research Project
- Catherine Turcotte, UQAM, Canada
- Marie-Hélène Giguère, UQAM, Canada
- Marie-Pier Godin, Université de Montréal, Canada
Résumé
Teaching how to read and write informational texts is complex in primary school due to a lack of knowledge about the characteristics of these texts and their didactic. An action-formation research was carried out with 11 teachers (Grades 4–6) in order to support their appropriation of knowledge and practices on informative texts. Data from individual interviews highlight the specific knowledge about these texts, as well as the new teaching practices and the articulation of reading and writing developed during the project. This article sheds light on the conditions for professional development in teaching reading and writing.
Abstract
Teaching how to read and write informational texts is complex in primary school due to a lack of knowledge about the characteristics of these texts and their didactic. An action-formation research was carried out with 11 teachers (Grades 4–6) in order to support their appropriation of knowledge and practices on informative texts. Data from individual interviews highlight the specific knowledge about these texts, as well as the new teaching practices and the articulation of reading and writing developed during the project. This article sheds light on the conditions for professional development in teaching reading and writing.
Keywords
reading, professional development, writing, informative text, action-research-training
To cite this article
Turcotte, C., Giguère, M.-H. et Godin, M.-P. (2022). Appropriation of Knowledge and Practices by Teachers in a Reading-writing Research Project. Formation et profession, 30(3), 1-15. https://dx.doi.org/10.18162/fp.2022.778