Jordanian student teachers’ perceptions of teaching writing in kindergartens during their field training experience
Abstract
The purpose of the study was to examine student teachers’ perceptions of teaching writing in kindergartens and to identify to what extent the cooperating teachers influence the student teachers’ perceptions. To achieve the research aims, a 31-item questionnaire was developed by the researchers and administered to 50 student teachers and their cooperating teachers. The questionnaire was administrated to both groups as a pre-test and to student teachers as a posttest. The results of the study revealed that student teachers were more likely to be emergent literacy-oriented in their perceptions of teaching writing than they wereto the reading readiness philosophy. Furthermore, the influence of the cooperating teachers was insignificant as the student teachers’ perceptions of teaching writing developed earlier were more stable and difficult to alter later. In light of these findings the researchers addressed a number of suggestions and recommendations.
Reference
Ihmeideh, F., Akram, A., & Ibrahim, A. (2008). Jordanian student teachers' perceptions of teaching writing in kindergartens during their field training experience. European Journal of Teacher Education, 31 (4), 403–417. http://dx.doi.org/10.1080/02619760802420800
Journal
European Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- early childhood education
- Writing
Research Location Context
- Elementary school
- University
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
50
Other Participant Data
Duration of Data Collection
Data Sources
Data Analysis Tools
- Correlation
- Descriptive Analysis
- Paired T-test
Researcher Positionality
Research Questions
(1) Do student teachers embrace a readiness or an emergent writing philosophy towards teaching writing in kindergartens?
Is this research question explicit from the manuscript? Yes
(2) Do student teachers’ perceptions of teaching writing change significantly from the emergent writing philosophy toward the readiness philosophy after the completion of their practice teaching experience?
Is this research question explicit from the manuscript? Unknown
(3) Do students’ perceptions of teaching writing become more similar to those of their cooperating teachers’ perceived perceptions after the completion of their field training experience?
Is this research question explicit from the manuscript? Unknown