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Australian Journal of Teacher Education, v40 n1 Article 2 Jan 2015

Research conducted among student teachers during three academic years (2010-2011; 2011-2012; 2012-2013) at Israel's Levinsky College of Education sought to ascertain (a) the extent of implementation of repeated picture-book reading (RPBR) with preschool groups each academic year; (b) how does the implementation of RPBR progress throughout the years of the study? (c) students' understanding of the value of RPBR; and (d) the perceived benefits and difficulties of RPBR by student-teachers. Of approximately 250 students who completed questionnaires each semester, most reported that they regularly performed RPBR--implementation in 2013; 96% for students in the four-year academic program and 100% for those in the two-year, teacher certification program. Inclusion of children experiencing language, social, behavioural or other difficulties in these groups was high (around 77%) from the second year of studies. Content analysis of responses to the open questions led to defining reflective categories that reveal the students' conceptual understanding of RPBR. Overall, 40% of the responses in 2013 were defined as showing either a "narrow" or "extended" understanding compared with 37% in 2012 and 20% in 2011.

Descriptors: Student Teachers, Picture Books, Preschool Children, Questionnaires, Reading Aloud to Others, Student Teacher Attitudes, Teaching Methods, Teacher Education Programs, Inclusion, Disabilities, Content Analysis, Language Skills, Emergent Literacy, Cognitive Development, Emotional Development, Social Development, Qualitative Research, Statistical Analysis, Foreign Countries

Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:

Autor: Tal, Clodie; Segal-Drori, Ora


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