Singaporean Early Childhood Teachers' Beliefs about Literacy Development in a Multilingual Context

Autor/inn/en	Lim, Christina; Torr, Jane
Titel	Singaporean Early Childhood Teachers' Beliefs about Literacy Development in a Multilingual Context
Quelle	In: Asia-Pacific Journal of Teacher Education, 35 (2007) 4, S.409-434 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Foreign Countries; Teaching Methods; Multilingualism; Young Children; Teacher Education Programs; Literacy; Early Childhood Education; Teacher Attitudes; Preschool Teachers; Academic Achievement; Teacher Surveys; Professional Development; Educational Policy; Beliefs; Educational Objectives; Singapore + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Frühe Kindheit; Alphabetisierung; Schreib- und Lesefähigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schulleistung; Politics of education; Bildungspolitik; Belief; Glaube; Educational objective; Bildungsziel; Erziehungsziel; Singapur
Abstract	It is widely recognised that teachers' pedagogical practices are influenced by many factors, including their personal experiences, their theoretical knowledge and the institutional context in which they work. Yet little is known about the beliefs held by Singaporean teachers about language and literacy development. Given the significance of early childhood for subsequent academic achievement, this study employed a survey method to explore the beliefs about literacy held by 79 teachers of 4- to 6-year-old children in prior-to-school settings. The findings indicate that almost all teachers viewed their primary goal as fostering children's ability to communicate and express themselves. They believed in using an eclectic approach rather than focusing on one or other "method". The findings have implications for early childhood teacher education programs, professional development and implementation of Government policies in Singapore. (Contains 8 tables and 1 appendix.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10