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Kindergarten teachers' literacy beliefs and self-reported practices: On the heels of a new national literacy curriculum
ARTICLE

, Sha'anan Teachers' College, Israel ; , , School of Education, Israel

TATE Volume 39, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved January 17, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.12.004

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