Preschool Teachers' Constructions of Early Reading

Autor/in	Walker, Karen E.
Titel	Preschool Teachers' Constructions of Early Reading
Quelle	In: Texas Journal of Literacy Education, 3 (2015) 2, S.89-100 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-7404
Schlagwörter	Preschool Teachers; Early Reading; Teaching Methods; Interviews; Teacher Attitudes; Influences; Student Experience; Cultural Influences; Political Issues; Early Childhood Education; Qualitative Research; Memory; Reading Habits; Family Influence; Texas + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühlesen; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Studienerfahrung; Cultural influence; Kultureinfluss; Politischer Faktor; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Qualitative Forschung; Gedächtnis; Reading habit; Lesegewohnheit
Abstract	Research concerning preschool teachers' constructions of early reading has potential to influence teachers' curricular decisions and classroom practice. Six preschool teachers in North Texas were interviewed in regard to what they think about early reading and how they develop these understandings or constructions. The systematic, inductive analysis led to the development of an overarching theme of the interdependent and relational nature of early reading influences. The preschool teachers' goals for students and instructional decisions indicated they held unique and evolving constructions of early reading from their childhood experiences that grounded their pedagogical practices. (As Provided).
Anmerkungen	Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01