Teacher learning for european literacy education (tel4ele): final report public part

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dc.contributor.authorLövstedt, Ann-Christin
dc.contributor.authorAcevedo, Claire
dc.contributor.authorWhittaker, Rachel
dc.contributor.authorEllis, Sue
dc.contributor.authorKorsgaard, Klara
dc.contributor.authorGouveia, Carlos A. M.
dc.contributor.authorMartin, Jim
dc.contributor.authorRose, David
dc.contributor.authorGarcía Parejo, María Isabel
dc.data.typeStudent learning outcomes in literacy
dc.date.accessioned2024-02-09T11:58:56Z
dc.date.available2024-02-09T11:58:56Z
dc.date.issued2013-11
dc.descriptionCopyright Education, Audiovisual & Culture Executive Agency. The document may be freely copied and distributed provided that no modifications are made, that the source is acknowledged and that this copyright notice is included.
dc.description.abstractThe aim of the Teacher Learning for European Literacy Education (TeL4ELE) project was to support literacy educators in five European countries to become experts in genre based literacy pedagogy and in turn support teachers to improve learning outcomes for all students especially those who are educationally disadvantaged. Based on the external evaluation of the project1 this aim was fulfilled. Survey and interview data showed high levels of engagement with the pedagogy on the part of both educators and classroom teachers. Ninety seven per cent2 stated that, in their view, the pedagogy offered a completely different approach to reading and writing compared to those that are generally used in school. Moreover almost all teachers perceived it had had an impact on their students’ understanding of how language operates in different texts to make meaning and on their students’ reading and writing. Ninety two per cent wished to continue with the approach citing the following reasons as motivation: improvement in student learning, empowering nature of pedagogy, enjoyed working with the approach. Most significantly students’ assessment scores based on their pre and post reading and writing scores showed that all students (drawn from the 97 participating classes) had improved by an average of 14.3 % on their writing and 9% on their reading (in almost half of all cases in less than 5 weeks).
dc.description.departmentDepto. de Didáctica de las Lenguas, Artes y Educación Física
dc.description.facultyFac. de Educación
dc.description.sponsorshipEuropean Commission
dc.description.statusunpub
dc.identifier.urihttps://hdl.handle.net/20.500.14352/100885
dc.language.isoeng
dc.publisherEducation, Audiovisual & Culture Executive Agency
dc.relation.projectID518080-LLP-2011-SE-COMENIUS-CMP. Comenius Multilateral Project
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subject.cdu802.0-07
dc.subject.cdu371.12
dc.subject.cdu81'243
dc.subject.cdu371.13
dc.subject.cdu371.3
dc.subject.keywordReading
dc.subject.keywordWriting
dc.subject.keywordGenre pedagogy
dc.subject.keywordTeacher training
dc.subject.ucmEnseñanza de la lengua y la literatura
dc.subject.ucmFormación del profesorado
dc.subject.ucmMétodos de enseñanza
dc.subject.ucmLingüística
dc.subject.unesco5803.02 Preparación de Profesores
dc.subject.unesco5801.07 Métodos Pedagógicos
dc.subject.unesco5701.11 Enseñanza de Lenguas
dc.titleTeacher learning for european literacy education (tel4ele): final report public part
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relation.isAuthorOfPublication2b8fb6f5-16df-4a96-b97e-d88510afadfe
relation.isAuthorOfPublication.latestForDiscovery2b8fb6f5-16df-4a96-b97e-d88510afadfe
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