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ERIC Number: EJ1049258
Record Type: Journal
Publication Date: 2015-Jan
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0313-5373
Student Teachers' Implementation and Understanding of Repeated Picture-Book Reading in Preschools
Tal, Clodie; Segal-Drori, Ora
Australian Journal of Teacher Education, v40 n1 Article 2 Jan 2015
Research conducted among student teachers during three academic years (2010-2011; 2011-2012; 2012-2013) at Israel's Levinsky College of Education sought to ascertain (a) the extent of implementation of repeated picture-book reading (RPBR) with preschool groups each academic year; (b) how does the implementation of RPBR progress throughout the years of the study? (c) students' understanding of the value of RPBR; and (d) the perceived benefits and difficulties of RPBR by student-teachers. Of approximately 250 students who completed questionnaires each semester, most reported that they regularly performed RPBR--implementation in 2013; 96% for students in the four-year academic program and 100% for those in the two-year, teacher certification program. Inclusion of children experiencing language, social, behavioural or other difficulties in these groups was high (around 77%) from the second year of studies. Content analysis of responses to the open questions led to defining reflective categories that reveal the students' conceptual understanding of RPBR. Overall, 40% of the responses in 2013 were defined as showing either a "narrow" or "extended" understanding compared with 37% in 2012 and 20% in 2011.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A