An Investigation of Early Childhood Teacher Selfefficacy Beliefs in the Teaching of Arts Education

Abstract

Teachers' assumptions about pedagogy and learning have a critical impact on pedagogical practices. This study was conducted to investigate the perceptions of early childhood educators regarding children's acquisition of literacy in an endeavor to proceeds a picture of current instructional practices. Prekindergarten through second grade teachers (north = 76) responded to the Literacy Acquisition Perception Profile. Responses on the reading readiness and emergent literacy subscales served as the dependent variables in a series of ANOVAs conducted with educational level, pedagogy assignment, and teaching experience as the independent variables. Results revealed a statistically significant difference [F(4, 65) = three.31, p = .03, η^two = .17] between the teachers who had 6–ten years of experience and more than than 21 years, with teachers who had 6–x years clearly ascribing to reading readiness every bit the preferred way of teaching reading over teachers with 21+ years. This finding may exist attributed to many teachers with more than 21 years experience having received initial teacher training during the late 1980s and early 1990s when an emergent literacy perspective, a difference from the traditional view of reading readiness, was the predominant view. It is posited that differentiated instruction rather than the application of a single instructional approach fully grounded in a particular perception may be the best approach to facilitating young children'due south literacy acquisition.

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Affiliations

1. College of Teaching, University of S Alabama, UCOM 3011, Mobile, AL, 36688-0002, United states

   Rebecca K. Giles & Karyn Tunks

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Correspondence to Rebecca Chiliad. Giles.

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Giles, R.Thousand., Tunks, Yard. Teachers' Thoughts on Teaching Reading: An Investigation of Early on Childhood Teachers' Perceptions of Literacy Acquisition. Early Childhood Educ J 43, 523–530 (2015). https://doi.org/10.1007/s10643-014-0672-iii

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• Published: 11 December 2014

• Issue Engagement: Nov 2015

• DOI : https://doi.org/10.1007/s10643-014-0672-3

Keywords

• Teacher perceptions
• Literacy acquisitions
• Early childhood
• Emergent literacy
• Reading readiness

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