Literacy-related professional development preferences of secondary teachers
A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared practice, mentoring, observation of colleagues, and collaborative lesson development. Preferences for form and content of professional development varied between subject areas and course types.
Un sondage a été réalisé auprès de 100 enseignants d’une commission scolaire ontarienne afin de déterminer leurs préférences en matière de perfectionnement professionnel lié à l’alphabétisme. La majorité des enseignants sondés préfèrent des cours de courte durée de perfectionnement professionnel lié à l’alphabétisme. Un petit nombre ne souhaite suivre aucun cours de perfectionnement professionnel lié à l’alphabétisme. Les formes préférées de perfectionnement professionnel sont les pratiques partagées, le mentorat, l’observation des collègues et le développement collaboratif de systèmes éducatifs. Les préférences en matière de forme et de contenu du perfectionnement professionnel varient fonction de la discipline et du genre de cours.
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