ERIC Number: ED458603
Record Type: Non-Journal
Publication Date: 1999-Sep
Reference Count: N/A
Does It Matter What I Think? An Exploration of Teachers' Constructions of Literacy and Their Classroom Practices.
Research has indicated that teachers' beliefs and their value systems guide the implementation of specific instructional strategies in their classrooms. Moreover, the ways in which they structure their instructional environments are also influenced by their belief systems. In areas where there are contestable views about the most effective ways of teaching a particular area of the curriculum, the teachers' beliefs can theoretically and practically influence the outcomes students gain from their pedagogical encounters. Within English-speaking educational systems there is considerable contestation about the most effective way to teach literacy. This study reports interview data collected from a sample of Tasmanian early childhood teachers about the beliefs they hold about literacy instruction and matches them with observational and student outcome data about their instructional practices. Based on these data, suggestions are made about how teachers' beliefs influence their pedagogical practices. (Contains 22 references and 17 tables of data. Appendixes contain descriptions of five categories identified, and descriptions of literacy assessment tasks.) (RS)
Descriptors: Early Childhood Education, Foreign Countries, Reading Instruction, Teacher Attitudes, Teacher Behavior, Teaching Methods, Theory Practice Relationship, Writing Instruction
For full text: http://brs.leeds.ac.uk/~beiwww/beid.html.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia