NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1119422
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
The Association between Preschool Teachers' Beliefs and Practices about Developmentally Appropriate Practices
Mohamed, Ahmed Hassan Hemdan; Al-Qaryouti, Ibrahim Amin
Early Child Development and Care, v186 n12 p1972-1982 2016
The purpose of this study was to explore whether preschool teachers' self-reported beliefs could predict their self-reported practices about developmentally appropriate practices (DAP). A related purpose was to examine whether classroom size and teachers' experience are significant predictors of their self-reported beliefs and practices. A total of 264 preschool teachers completed the Teachers' Beliefs Scale (TBS) and the Instructional Activities Scale (IAS). Most of the teachers endorsed beliefs about child-initiated learning beliefs and integrated/social/cultural curriculum. For self-reported practices, most of the teachers embraced broad integrated activities. Overall, low-to-moderate correlations were found among the TBS and IAS subscales. The hierarchical multiple linear regression analysis showed that teachers' DAP beliefs (integrated/social-cultural curriculum and child-initiated learning) explained 13% of the variance in teachers' self-reported practices. Also, teachers' experience and classroom size were significant predictors of teachers' practices.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oman
Grant or Contract Numbers: N/A