NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ867562
Record Type: Journal
Publication Date: 2010-Feb
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Understanding Singaporean Preschool Teachers' Beliefs about Literacy Development: Four Different Perspectives
Lim, Christina
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n2 p215-224 Feb 2010
Investigating teachers' beliefs may shed light on their activities in the classroom, and in turn, on the pedagogical process itself. It is, however, not easy to study teachers' beliefs empirically. Q-methodology has been used over several disciplines to systematically investigate individuals' points of view on a range of issues. A study involving Q-methodology was conducted in Singaporean preschools to investigate some teachers' perceptions of early literacy development and instruction. The study revealed four viewpoint groups among the 30 preschool teachers who participated in the study, and possible teacher characteristics that distinguish the viewpoints from each other. The results suggest that the differences in viewpoints are indicative of differences in cultural expectations held by various groups of teachers. (Contains 3 tables and 1 figure.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore