The purpose of the study was to examine student teachers' perceptions of teaching writing in kindergartens and to identify to what extent the cooperating teachers influence the student teachers' perceptions. To achieve the research aims, a 31-item questionnaire was developed by the researchers and administered to 50 student teachers and their cooperating teachers. The questionnaire was administrated to both groups as a pre-test and to student teachers as a post-test. The results of the study revealed that student teachers were more likely to be emergent literacy-oriented in their perceptions of teaching writing than they were to the reading readiness philosophy. Furthermore, the influence of the cooperating teachers was insignificant as the student teachers' perceptions of teaching writing developed earlier were more stable and difficult to alter later. In light of these findings the researchers addressed a number of suggestions and recommendations.
|الصفحات (من إلى)||403-417|
|دورية||European Journal of Teacher Education|
|المعرِّفات الرقمية للأشياء|
|حالة النشر||Published - نوفمبر 2008|
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