EMERGENT LITERACY BELIEFS IN PRESCHOOL AND KINDERGARTEN CONTEXTS

dc.creator	JOÃO LOPES
dc.creator	PAULO FERNANDES
dc.date	2009-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:10Z
dc.date.available	2015-07-20T22:11:10Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/e138c742e64247ad993efe6fd59c42d1
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14207
dc.description	This study aims to understand how a group of preschool/kindergarten teachers (N = 340) perceivesand accomplishes linguistic and literacy oriented practices. Results show that, in a set of literacyand language tasks, teachers tend to value oral driven tasks and seldom engage in activities that relate toteaching the written language. This profile of educators is a reflection of prevalent views in pre-serviceteacher education and of some of the most common practices in Portuguese preschool and kindergartenclasses (ages 3-6) and suggests that teachers have limited scientific knowledge of emergent literacy concepts.It seems that, despite being promoted to university training in the last 20 years, pre-service educationdoes not yet reflect the state of the art in early childhood education. In a set of in-depth interviews (N= 8) we found a close association between the absence of literacy practices and the absence of pre-servicespecific knowledge about this subject. Participants that report consistent and regular linguistic and literacyoriented practices seem to perceive pre-service education as critical for their commitment to thosepractices. On the other hand, older teachers and teachers with lower training levels seem to undervaluespecific literacy oriented tasks. The opposite seems to happen with younger and more educated teachers.Overall, our study suggests that the contents of pre-service and in-service education induce specific practicesin preschool/kindergarten contexts, but it also suggests that this impact may be limited by socializationeffects of dominant professional practices.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=307
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 9, Iss 4, Pp 5-26 (2009)
dc.subject	emergent literacy practices
dc.subject	literacy instruction
dc.subject	teacher training
dc.subject	pre-service teacher education
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	EMERGENT LITERACY BELIEFS IN PRESCHOOL AND KINDERGARTEN CONTEXTS
dc.type	article