Jordanian student teachers' perceptions of teaching writing in kindergartens during their field training experience

Fathi Ihmeideh*, Akram Al-Basheer, Ibrahim Al-Momani

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)403-417
Number of pages15
JournalEuropean Journal of Teacher Education
Volume31
Issue number4
DOIs
Publication statusPublished - Nov 2008

Keywords

  • Cooperating teacher
  • Emergent literacy
  • Reading readiness
  • Student teacher
  • Teaching writing

ASJC Scopus subject areas

  • Education

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