A Sample Lesson Study with Pre-School Teachers: Dialogic Story Reading Bags

Autor/in	Tepetas Cengiz, Gülüzar Sule
Titel	A Sample Lesson Study with Pre-School Teachers: Dialogic Story Reading Bags
Quelle	In: Alberta Journal of Educational Research, 66 (2020) 4, S.418-434 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tepetas Cengiz, Gülüzar Sule)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	Foreign Countries; Communities of Practice; Faculty Development; Story Reading; Emergent Literacy; Picture Books; Kindergarten; Preschool Teachers; Language Acquisition; Reading Strategies; Preschool Children; Turkey; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Community; Frühleseunterricht; Picture book; Bilderbuch; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Reading strategy; Leselernstufe; Lesetechnik; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Türkei
Abstract	The Lesson Study is a professional development model that places teachers at the center of practice and is used in the professional development of teachers who are currently in teacher training or currently in service. In Turkey, the professional development of teachers from various branches is also supported by using this model. However, no previous studies have been found on the use of this model with pre-school teachers. This study was carried out to support and improve the quality of teachers' picture story reading activities by means of lesson study and therefore support the language and early literacy skills of children. Mixed method design was used in the study by utilizing convergent parallel mixed method design. The study group consisted of 14 teachers employed at two independent kindergartens in Bolu city center and 223 children attending these schools during the 2017-2018 academic year. After obtaining all qualitative and quantitative data, statistical analyses were conducted on the quantitative data and content analysis was performed on the qualitative data. As a result of the study, we determined that dialogic reading bags that are developed through the Lesson Study model support children's language development and early literacy skills. In addition, we determined that the Lesson Study model had a positive impact on pre-school teachers' professional development. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01