Knowledge, Skills, and Practices Concerning Phonological Awareness among Early Childhood Education Teachers

Autor/inn/en	Alghazo, Emad M.; Al-Hilawani, Yasser A.
Titel	Knowledge, Skills, and Practices Concerning Phonological Awareness among Early Childhood Education Teachers
Quelle	In: Journal of Research in Childhood Education, 24 (2010) 2, S.172-185 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
Schlagwörter	Early Childhood Education; Phonological Awareness; Kindergarten; Reading Instruction; Preschool Teachers; Inservice Teacher Education; Observation; Phonemes; Literacy; Early Reading; Reading Ability; Reading Difficulties; Reading Skills; Spelling; Foreign Countries; Likert Scales; Teaching Experience; Questionnaires; United Arab Emirates + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Leseunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerfortbildung; Beobachtung; Fonem; Alphabetisierung; Schreib- und Lesefähigkeit; Frühlesen; Reading competence; Lesekompetenz; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Schreibweise; Ausland; Likert-Skala; Fragebogen; Vereinigte Arabische Emirate
Abstract	A sample of 83 kindergarten teachers participated in this study to examine their knowledge, skills, and classroom practices concerning phonological awareness. Analyses of data revealed significant gaps between knowledge and practice, knowledge and skills, and skills and practice. The gap between knowledge and skills, on one hand, and classroom practices, on the other hand, was significantly noticeable, an indication that participants did not practice, in reality, significant proportions of their knowledge and skills during teaching. Analyses showed that in-service training affected the result of this study and that skills in phonological awareness predicted classroom practices. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10