Kindergarten Teachers On The Teaching Beliefs And Teaching Of Early Reading Behavior

The purpose of this study was to investigate beliefs and practices of kindergarten teachers in early literacy from both quantitative and qualitative viewpoints.The author did a survey on 240 kindergarten teachers from Shanghai,using a self-developed questionaire,which included 35 items and 4 dimensions: teachers'teaching expectation, the sense of personal teaching efficacy,teachers' beliefs of children'learning and classroom practices.Data were analyzed by statistics software (spss,version 11.5).The major findings of the survey were as follow:A,The relationships between teacher's background variables and teacher beliefs(a)There were significant differences between teachers with different professional degrees,teaching ages and school grades in the whole teaching belief;(b)There were significant differences between teachers with different professional degrees,teaching ages and school grades in some aspects of teaching beliefs;(c)There were no statistically significant differences between teachers of different academic degrees in the teaching beliefs.B,The relationships between teacher's beliefs and classroom practices The whole teaching belief,teachers'teaching expectation,the sense of personal teaching efficacy,and teachers' beliefs of children'learning were positively correlated with classroom practices significantly.Stepwise regression analysis showed that teachers'teaching expectation,the sense of personal teaching efficacy could predict teachers'classroom practices.In order to further explore the relationships between teachers'beliefs and classroom practices. Two teachers from two different public kindergartens were invited to participate in the study. Data collection included records of many interviews, classroom observations. Data were transcribed verbatim and analyzed from an interpretative stance. The results revealed that:There were little differences between two teachers in the teaching beliefs and classroom practices,except on the model of guiding children'early literacy.Finally,according to the results of research, some relevant suggestions that could be reference for teacher education,teachers and future researchers were recommended.