Preservice Teachers’ Knowledge and Awareness of Supporting Early Literacy
DOI:
https://doi.org/10.52963/PERR_Biruni_V10.N3.11Keywords:
Early literacy, preschool preservice teacher, primary school preservice teacher, teacher educationAbstract
This study aims to investigate preschool and primary school preservice teachers’ knowledge and awareness of early literacy skills. Basic qualitative research approach was applied and data were collected through interview forms. A total of 158 preservice teachers (78 preschool preservice teachers and 80 primary school preservice teachers) attending the faculty of education at a state university in Turkey participated in the study. Data obtained from the participants were content analyzed. The results revealed that preservice teachers studying at both departments are familiar with early literacy skills while they have limited knowledge of its content and sub-skills. It is also found that most of the preschool preservice teachers define early literacy as letter recognition and pronunciation, school readiness and learning how to read and write at an early age; and primary school preservice teachers as learning how to read and write at an early age. Since preservice teachers representing both groups have misconceptions about the concept of early literacy, it would be appropriate to organize courses that offer examples of classroom practices concerning early literacy skills for preservice teachers attending the undergraduate programDownloads
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