Ready, set, action! Preservice preschool teachers’ journey from preparation to implementation of literacy activities

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2025-10-15 DOI:10.1177/14687984251385361

Vahide Yigit-Gencten, Rabia Ozen Uyar

引用次数: 0

Abstract

This qualitative case study explores preservice teachers’ perceptions of readiness, instructional strategies, and implementation of early literacy activities. Data were collected through a short-form, open-ended questionnaire, lesson plans, and classroom observation notes during a 12-week internship program. Using Saldana’s (2013) open coding framework, we employed descriptive, thematic, and cross-case analyses to provide a comprehensive understanding. Findings revealed that PSTs perceived themselves as moderately confident and prepared to teach literacy; their instructional aims reflected a preference for oral communication-based and play-based methods, and classroom practice showed a tendency to structured literacy activities and several barriers to implementation.

查看原文本刊更多论文

准备，准备，开始！职前幼儿教师从准备到实施扫盲活动的历程

本定性个案研究探讨职前教师对早期识字活动的准备、教学策略和实施的看法。在为期12周的实习项目中，通过一份简短的开放式问卷、课程计划和课堂观察笔记收集数据。使用Saldana（2013）的开放式编码框架，我们采用描述性、主题性和跨案例分析来提供全面的理解。调查结果显示，pst认为自己有一定的信心，并准备教识字；他们的教学目标反映了对以口头交流和游戏为基础的方法的偏好，课堂实践显示了结构化读写活动的倾向和实施的一些障碍。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

12.50%

发文量

期刊介绍： Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.