A collaborative proposal to develop professional knowledge about initial reading teaching

Abstract

Professional knowledge-a set of representations that guide teachers' practice in the classroom and impacts on student performance-and professional development-a resource to promote professional knowledge that facilitates the implementation of evidence-based instructional practices, designed with the purpose of supporting both the acquisition of knowledge, skills and professional attitudes, as well as their application in practice-are increasingly relevant components in the field of teaching-learning, specifically of written language. In this framework, Response to Intervention model (RTI) represents an opportunity since, by putting the quality of instruction in the foreground as a tool to detect and prevent early the risk of a learning difficulty, it places great value on professional knowledge. The purpose of this work is to present a proposal for collaboration between university staff and the teaching staff of two public schools with the aim of integrating evidence on reading learning in Early Childhood Education classrooms and promoting professional knowledge. Seventy-five students from the 3rd year of kindergarten, four teachers and two university advisers participated. The professional knowledge of the teachers was assessed, the diversity of the classroom and the risk in reading performance were identified. The professional knowledge of the teachers as well as their response system in the classroom improved. The initial diversity of the students was reduced, and the risk of difficulties was reduced. The collaboration experience has worked and been satisfactory for the teachers.