Pre-service preschool teachers' beliefs about foreign language learning and early foreign language teaching in Slovenia.

Autor/inn/en	Dagarin Fojkar, Mateja; Skubic, Darija
Titel	Pre-service preschool teachers' beliefs about foreign language learning and early foreign language teaching in Slovenia. Paralleltitel: Prepricanja studentov predsolske vzgoje o ucenju in zgodnjem poucevanju tujega jezika v Sloveniji.
Quelle	In: CEPS journal, 7 (2017) 4, S. 85-104Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-152135
Schlagwörter	Empirische Untersuchung; Fragebogenerhebung; Kindergarten; Vorschulerziehung; Lehramtsstudent; Fremdsprachenkenntnisse; Fremdsprachenunterricht; Überzeugung; Qualifikation; Slowenien
Abstract	The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper present some models of initial and in-service training of preschool foreign language teachers in Slovenia. As learners' beliefs about language learning have been considered an important variable, like many other individual differences in language learning, the main aim of the research was to determine pre-service preschool teachers' beliefs about early foreign language learning. The research was conducted on a sample of 90 pre-service preschool teachers. The results imply that future preschool teachers are aware of the importance of foreign language learning and their awareness raises with the year of study. The results of the survey indicate that it would be beneficial to include early foreign language teacher training in the education of preschool teachers who are willing to teach foreign languages in kindergartens in Slovenia and elsewhere. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/2