Kindergarten teachers' literacy beliefs and self-reported practices: On the heels of a new national literacy curriculum
Aviva Sverdlov, Sha'anan Teachers' College, Israel ; Dorit Aram, Iris Levin, School of Education, Israel
TATE Volume 39, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
This study took place six years after the introduction of a national early literacy curriculum in Israel. We compared the beliefs of kindergarten teachers on the importance of literacy goals with their perception of parents' and the educational system's beliefs. We examined teachers' self-reported practices and how these practices changed with the curriculum adoption. Teachers (N = 120) responded to a closed questionnaire, and 12 of them were interviewed. Incongruence emerged between teachers' own beliefs and the beliefs they attributed to others. This incongruence facilitates understanding of the rationales for their practices and their relationships with parents and professional partners.
Sverdlov, A., Aram, D. & Levin, I. (2014). Kindergarten teachers' literacy beliefs and self-reported practices: On the heels of a new national literacy curriculum. Teaching and Teacher Education: An International Journal of Research and Studies, 39(1), 44-55. Elsevier Ltd.