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

Ihmeideh, Fathi; Al-Basheer, Akram A.; Al-Momani, Ibrahim A.

doi:10.1080/02619760802420800

Cited by 12 publications

(3 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, the department offers two courses that are completely delivered online. According to the study plan for the overall course, when students have successfully passed 114 from 132 credit hours of their study successfully, they are ready to start an internship course (6 credit hours) in kindergartens, in which they are required to integrate technology into their teaching practices (Ihmeideh et al 2008).…”

Section: Research Contextmentioning

confidence: 99%

Preparing Preservice Teachers for Technology and Digital Media Integration: Implications for Early Childhood Teacher Education Programs

Alelaimat

Ihmeideh

Alkhawaldeh

2020

IJEC

View full text Add to dashboard Cite

Technology and digital media are now embedded in children's daily lives and can have significant impact on children's early development and learning. Preparing early childhood teachers to integrate a variety of technologies into classroom practices can be challenging. This study explores perceptions of preservice teachers about technology integration into their educational programs and assesses their satisfaction with such preparation. A total of 192 preservice teachers participated in this study. Data were collected through questionnaires and in-depth interviews. Results indicated that preservice teachers held positive perceptions of the importance of technology and digital media integration in early childhood classrooms. However, their satisfaction with their preparation for technology integration into classrooms was less positive. Knowledge needs indicated by the preservice included learning more about technology integration in practice, and how to engage children in activities using technology and digital media. Based on the overall findings, it seems that teacher education programs need to develop stronger curricula that address these concerns so that future teachers are more confident and able to support children's learning through integration of technologies into their teaching practice.

show abstract

Section: Research Contextmentioning

confidence: 99%

Preparing Preservice Teachers for Technology and Digital Media Integration: Implications for Early Childhood Teacher Education Programs

Alelaimat

Ihmeideh

Alkhawaldeh

2020

IJEC

View full text Add to dashboard Cite

show abstract

“…While there are few studies addressing issues related to in-service teachers' training in conversation strategies, there are fewer studies investigating how university courses can help student or pre-service teachers prepare to implement effective literacy practices [10] and even less empirical evidence on the improvement of student teachers' conversation skills during their field teaching experiences. For example there are studies which examined issues regarding: (a) pre-service and students teachers' perceptions and knowledge of children's language skills, such as phonological awareness [29], literacy [30] [31] [32] and writing instruction [33], and (b) the impact of different tutoring programs on preparing student teachers in reading instruction [28]. With regard to the improvement of the conversation strategies of student teachers, the only available data were obtained by Carr [10].…”

Section: Teaching Practicum As a Context For Training Student Teachermentioning

confidence: 99%

Enhancing Kindergarten Student Teachers’ Conversation Techniques in the Context of their Teaching Practicum

Chlapana¹

2018

International Journal of Humanities, Social Sciences and Educat

View full text Add to dashboard Cite

Early oral language stimuli that children experience in the school environment play a significant role in their language and literacy development [1]. Supporting children's early oral language skills through appropriate practices is considered crucial [2], since they relate significantly with several aspects of their subsequent literacy achievement, such as reading accuracy, fluency and text comprehension [3] [4]. Classroom conversations are considered an essential practice which kindergarten teachers can use to provide children with rich language experiences and models of appropriate language use [5] [2]. Through classroom conversations children learn how the syntactic and semantic aspects of language work, they enrich their vocabularies, and thus they create the foundation for literacy development [6]. Indicatively, research data have shown that preschoolers benefit in oral language skills development from cognitively challenging discussions guided by adults' effective conversations strategies (e.g. use of rare words, linguistic recasts and open-ended questions) [7] [8] [9]. Furthermore, classroom conversations add to a bigger vision which illustrates children's learning and development [6]. Through classroom conversations, children learn to communicate their ideas and thoughts, develop empathy, participate in group meaning making processes and eventually they learn how to become equal members of a learning community where several educational, social and developmental goals are attained [10]. Given the necessity of early classroom language experiences for children's oral language growth, an important question arises on how future kindergarten teachers can be trained and prepared to implement classroom conversation techniques which can contribute to this end. 1.1. Classroom Conversation Techniques Applied by Teachers in Kindergarten Settings Kindergarten teachers need to be aware of effective techniques and guidelines which facilitate conversations, ensure children's equal participation in these and lay the groundwork for their oral language development [11]. At the beginning of the school year, they may need to introduce children to some essential "no interruption" rules, and practice procedures in taking turns [6]. These guidelines provide the interlocutors the opportunity to build their contributions on each other's answers and

show abstract

“…According to Ihmeideh et al (2008), a scarcity of empirical studies exists that tackle the development of early reading and writing for kindergarten children in Jordan. This study is the first of its kind in Jordan and strives to investigate the impact of using reading storybooks and writing journal activities on print and phonemic awareness of Jordanian kindergarten children.…”

Section: Importance Of the Studymentioning

confidence: 99%

The Impact of Using Reading Storybooks and Writing Journal Activities on Print and Phonemic Awareness of Jordanian Kindergarten Children

Rababah

2017

J. educ. psychol. stud.

View full text Add to dashboard Cite

This study investigated the impact of reading storybooks and writing journal activities on print and phonemic awareness of Jordanian kindergarten children. Subjects participated in book-reading sessions with a print focus, and writing journals. A total of 50 children were recruited for the study from one kindergarten in Irbid City, Jordan. Two intact sections of 25 children each served as experimental and control groups. Pre-test measures of children's print and phonemic awareness were administered. Subsequently, children in the experimental group participated in 24 small-group reading sessions that included a print focus, and 14 writing journals over a 14-week period. As an alternate condition, control-group children participated in conventional instruction methods only. Post-testing indicated that children who participated in print-focused reading and writing journal sessions outperformed their control group peers on four measures of print awareness (words in print, print concepts, alphabet knowledge and letter discrimination, and literacy terms), and on phonemic awareness (letter sound identification, rhyme, phoneme blending, phoneme segmentation, and phonemic manipulation), as well as overall performance. Implications and future research directions are discussed.

show abstract

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

Cited by 12 publications

References 7 publications

Preparing Preservice Teachers for Technology and Digital Media Integration: Implications for Early Childhood Teacher Education Programs

Preparing Preservice Teachers for Technology and Digital Media Integration: Implications for Early Childhood Teacher Education Programs

Enhancing Kindergarten Student Teachers’ Conversation Techniques in the Context of their Teaching Practicum

The Impact of Using Reading Storybooks and Writing Journal Activities on Print and Phonemic Awareness of Jordanian Kindergarten Children

Contact Info

Product

Resources

About