Reading strategy instruction and teacher change: implications for teacher training
Klapwijk, Nanda
I report on teacher change in the context of a reading strategy instruction intervention.
Reading Strategy Instruction (RSI) was implemented by three teachers, new
to the concept, over a period of 15 weeks. Observations of these teachers showed
that a multitude of factors affect the uptake of RSI as part of everyday teaching
practice, and that teachers seem to move through distinct phases in their uptake of
RSI. The article focuses on teachers’ reaction to RSI and highlights a number of
issues that are important to the implementation of RSI, not the least of which is that
a clear need exists for changes to in-service teacher training and support and
pre-service teacher training. In an effort to address these training issues the article
contains specific recommendations for pre-service teacher training in particular.
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