Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read
ARTICLE
Juan E. Jiménez, Faculty of Psychology, Spain ; Isabel O'Shanahan, Faculty of Education, Spain
TATE Volume 55, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
The main objective of this study was to analyze the effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read. A sample of pre-service teachers and in-service teachers from Mexico, Guatemala, Ecuador and Spain participated in the online course. Findings suggest that teachers may improve their knowledge of phonemic awareness, systematic phonics instruction, fluency, vocabulary, strategies for comprehension as necessary components of quality reading instruction. Upon completion of the training, effects were also found on the teachers' implicit beliefs. Finally, positive ratings were received by both the pre-service and in-service teachers.
Citation
Jiménez, J.E. & O'Shanahan, I. (2016). Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read. Teaching and Teacher Education: An International Journal of Research and Studies, 55(1), 175-187. Elsevier Ltd. Retrieved December 11, 2019 from https://www.learntechlib.org/p/202967/.
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Teaching and Teacher Education: An International Journal of Research and Studies
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Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.
