Teachers’ Beliefs and Practices to Support Emergent Literacy Development in Preschool Education: The Moderating Role of Continuous Training

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

INTERNATIONAL JOURNAL OF EARLY CHILDHOOD Pub Date : 2024-05-07 DOI:10.1007/s13158-024-00393-2

Irene Cadime, Diana Alves, Sofia Mendes, Patrícia Pinto, Joana Cruz

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Abstract

The main goal of this study was to explore the relationship between emergent literacy beliefs and practices among Portuguese preschool teachers and to investigate the moderating role of experience and training (initial and continuous). The participants were 266 preschool teachers working in Portugal. The results indicate higher levels of holistic beliefs than technicist beliefs regarding emergent literacy. Practices aimed at promoting oral language and phonological awareness were reported as the most frequently used practices in the classroom. Teachers who had continuous training in emergent literacy had more holistic beliefs and performed more practices to promote children’s phonological awareness and knowledge of the relationship between oral and written language. Continuous training was also a significant moderator of the relationship between emergent literacy beliefs and practices. These findings highlight the importance of continuous training in fostering the use of quality research-based practices in the classroom.

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学前教育中教师支持萌芽读写能力发展的信念与实践：持续培训的调节作用

本研究的主要目的是探讨葡萄牙学前教师的萌芽识字信念与实践之间的关系，并研究经验和培训（初始培训和持续培训）的调节作用。参与者为 266 名在葡萄牙工作的学前教师。研究结果表明，在萌芽识字方面，整体主义信念高于技术主义信念。据报告，旨在促进口语和语音意识的做法是课堂上最常用的做法。在萌芽识字方面接受过持续培训的教师有更多的整体信念，并采取了更多的做法来促进儿童的语音意识以及对口头语言和书面语言之间关系的了解。持续培训也是新兴识字信念与实践之间关系的一个重要调节因素。这些研究结果凸显了持续培训对于促进在课堂上使用高质量的基于研究的实践方法的重要性。

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来源期刊

INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.20

自引率

4.50%

发文量

期刊介绍： The International Journal of Early Childhood (IJEC) aims to bring the global early childhood community together to facilitate exchange of research knowledge. Its purpose is to contribute to scientific debate and research in early childhood fields of practice in early education and care. Articles published in this journal have a primary focus on children aged from birth to eight years. IJEC primarily publishes empirical research reports but also accepts reviews of research, including systematic literature reviews. IJEC accepts articles employing qualitative and quantitative research methodologies, using discipline knowledge from education, and across the social sciences, and including research conducted in low- and middle-income countries. IJEC has a strong applied focus and seeks articles that draw out implications for policy and professional practice across national contexts. The journal also publishes essays and book reviews focused on early childhood.