Fostering Teacher Learning Through Dialogue in Training Sessions

In Reading Recovery, teachers learn through their experiences observing and teaching students and through dialogue with other teachers in their training class in a community of practice (Schwartz, 1998). Teachers, teacher leaders, and trainers have all engaged in this training model and often praise the importance of the training (Jones, 1991; Lyons, Pinnell, \u26 DeFord, 1993). External observers have also acknowledged the excellent professional development that Reading Recovery provides