Student teachers’ implementation and understanding of repeated picture-book reading in preschools
Abstract
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.
Reference
Tal, C. & Segal-Drori, O. (2015). Student teachers' implementation and understanding of repeated picture-book reading in preschools. Australian Journal of Teacher Education 40(1), 15-35.
Journal
Australian 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
Research Location Context
- field-based methods course
Preservice Participants
- certification program
- Undergraduates (university based program)
Preservice Sample Size
1488
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
- Inside (studying their own programs)
Research Questions
To what extent did pre-service teachers over three different years implemented repeated picture-book reading?
Is this research question explicit from the manuscript? Combination
How does the implementation of RPBR progress throughout the years of the study?
Is this research question explicit from the manuscript? Yes
What meanings did preservice teachers attribute to RPBR?
Is this research question explicit from the manuscript? Combination
What were the benefits and difficulties preservice teachers reported concerning implementation of RPBR?
Is this research question explicit from the manuscript? Combination