Student Teachers' Implementation and Understanding of Repeated Picture-Book Reading in Preschools

Autor/inn/en	Tal, Clodie; Segal-Drori, Ora
Titel	Student Teachers' Implementation and Understanding of Repeated Picture-Book Reading in Preschools
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 1, Artikel 2 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Student Teachers; Picture Books; Preschool Children; Questionnaires; Reading Aloud to Others; Student Teacher Attitudes; Teaching Methods; Teacher Education Programs; Inclusion; Disabilities; Content Analysis; Language Skills; Emergent Literacy; Cognitive Development; Emotional Development; Social Development; Qualitative Research; Statistical Analysis; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Picture book; Bilderbuch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Handicap; Behinderung; Inhaltsanalyse; Language skill; Sprachkompetenz; Frühleseunterricht; Kognitive Entwicklung; Gefühlsbildung; Soziale Entwicklung; Qualitative Forschung; Statistische Analyse; Ausland
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. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01