Analysing the Role of the Teacher in Early Reading: A lesson for researchers

This paper describes two parts of a research study that examined the role of the teacher of reading in the child's first year of school. Traditional research into reading has tended to examine the child's reading behaviour or the methods used by teachers. Research into teacher effectivenes...

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Bibliographic Details
Published in:Teachers and teaching, theory and practice theory and practice, 2001-10, Vol.7 (3), p.297-313
Main Author: Fisher, Ros
Format: Article
Language:English
Subjects:
Curriculum subjects: programmes and methods
Educational sciences
Reading, writing
Teaching methods
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Summary:This paper describes two parts of a research study that examined the role of the teacher of reading in the child's first year of school. Traditional research into reading has tended to examine the child's reading behaviour or the methods used by teachers. Research into teacher effectiveness tends to be large scale and uses standardised measures of performance and analysis of task design. This paper argues that teaching, particularly with younger children, is a complex process that cannot be easily defined. The design adopted by researchers will influence findings and, above all, if research into teaching does not involve the teachers themselves, then it is unlikely that new definitions of teaching will arise. The author discusses how the inclusion in the research project of teachers' own perceptions of their role revealed different and contradictory findings to those of more established studies .
ISSN:1354-0602
1470-1278
DOI:10.1080/13540600120078229