PIRLS 2011 Assessment Framework - Proj AVI

Finally, the behaviors, attitudes, and literacy level of students inthe classroom may influence the teacher’s instructional choices,thereby affecting a student’s reading development (Kurtz-Costes& Schneider, 1994; Nichols, Zellner, Rupley, Wilson, Kim, Murgen,& Young, 2005).Teacher Education and DevelopmentThe qualification and competence of teachers can be critical, andprospective teachers need coursework to gain knowledge andunderstanding about how students learn to read, as well as abouteffective pedagogy in teaching reading. They also need experience inschools as part of their training, and a good induction process whenthey enter the profession. Much has been written about what makesa teacher effective. One issue is the nature, amount, and content ofteachers’ training and education (Darling-Hammond, 2000). Forexample, whether or not a teacher has been extensively trained inteaching reading may be especially relevant for students’ acquisitionof reading literacy. In the 21st century, it is more important than everfor a teacher to have extensive content and curriculum knowledgeas well as pedagogical knowledge, knowledge about learners andtheir characteristics, and knowledge about information technology(Darling-Hammond, 2006; Ertmer, 2003).The extent of teachers’ continuing education and exposure torecent developments within the field of teaching reading is alsoimportant. Professional development through seminars, workshops,conferences, and professional journals can help teachers to increasetheir effectiveness and broaden their knowledge of reading literacyacquisition (Scanlon, Gelzheiser, Vellutino, Schatschneider, &Sweeney, 2008; Yoon, Duncan, Lee, Scarloss, & Shapley, 2007). Insome countries and jurisdictions, teachers are required to participatein such activities. Moreover, it has been suggested that the professionof teaching is one that requires lifelong learning, and that the mostContexts for Learning to Read | 47