Preschool Teachers’ Beliefs about the Teaching and Learning of Language and Literacy: Implications for Education and Practice
journal contributionposted on 26.10.2016 by Lynch, Jacqueline, Owston, Ron
Any type of content formally published in an academic journal, usually following a peer-review process.
Given the limited research on preschool teachers’ beliefs about teaching language and literacy in the preschool years, as well as on their conceptual understanding of children’s language and literacy development, this study examined the beliefs of 79 preschool teachers who had at least a 2-year diploma in early childhood education. All were working with 3- or 4-year old children in an urban centre. The Preschool Teacher Literacy Beliefs Questionnaire (TBQ) (Hindman & Wasik, 2008) was used to collect data on preschool teachers’ beliefs. Findings demonstrated much uncertainty in best practice beliefs among the teachers as measured by descriptive statistics for four language and literacy areas. Of the four subscales, preschool teachers’ beliefs about oral language were found to be slightly more in line with research-based best practice while their code-related beliefs were found to be least in line in comparison to the other subscales. Teaching experience related to preschool teachers’ beliefs in that those with less teaching experience had beliefs more in line with research-based best practices. Specific recommendations are suggested for education preparation programs for preschool teachers and for professional development based on the findings.
International Research in Early Childhood Education, vol. 6, no. 1, p. 91-111