Professional Development for Transitional Kindergarten Teachers of Dual Language Learners: Learning and Applying Scaffolded Dialogic Reading
DOI:
https://doi.org/10.55370/hsdialog.v19i2.556Keywords:
dual language learners, dialogic reading, transitional kindergarten, teaching practices, professional development, coachingAbstract
This research to practice paper summarizes a study on professional development in the form of in-situ coaching for transitional kindergarten (TK) DLL teachers as they implemented a practice known as scaffolded dialogic reading. The practice itself was effective at improving teachers’ knowledge and competency in teaching DLLs, and coaching significantly increased this effect.
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