School Based and Workplace Literacies among Teachers

This phenomenological study was conducted to investigate the experiences of teachers in developing their reading and writing skills. Specifically, it focused on the preservice teachers' experiences in developing their reading and writing skills in school and the in service teachers' experiences in developing their reading and writing skills in the workplace. The gathered data from the lived experiences were used to construct a Workplace Literacy Development Model for Teacher Training. In the course of investigation, 15 teachers (8 pre service and 7 in service) were engaged in semi structured interviews and observations in which they described personal experiences in developing reading and writing skills. Fromthe analysis of the transcribed texts, three major themes emerged to characterize theexperiences of the pre service teachers namely: 1) Skills Enhancement; 2) Routine; and 3)Guided Learning. Moreover, three major themes were also emerged from the experiences ofthe in-service teachers namely: 1) Workplace Demands; 2) Independent Learning and 3) Social Interaction.