Irene Cadime, Diana Alves, Sofia Mendes, Patrícia Pinto, Joana Cruz
{"title":"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","authors":"Irene Cadime, Diana Alves, Sofia Mendes, Patrícia Pinto, Joana Cruz","doi":"10.1007/s13158-024-00393-2","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":43332,"journal":{"name":"INTERNATIONAL JOURNAL OF EARLY CHILDHOOD","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teachers’ Beliefs and Practices to Support Emergent Literacy Development in Preschool Education: The Moderating Role of Continuous Training\",\"authors\":\"Irene Cadime, Diana Alves, Sofia Mendes, Patrícia Pinto, Joana Cruz\",\"doi\":\"10.1007/s13158-024-00393-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":43332,\"journal\":{\"name\":\"INTERNATIONAL JOURNAL OF EARLY CHILDHOOD\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2024-05-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"INTERNATIONAL JOURNAL OF EARLY CHILDHOOD\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s13158-024-00393-2\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"INTERNATIONAL JOURNAL OF EARLY CHILDHOOD","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s13158-024-00393-2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Teachers’ Beliefs and Practices to Support Emergent Literacy Development in Preschool Education: The Moderating Role of Continuous Training
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.
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.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
