Preschool Teachers’ Beliefs Concerning Their Performance of Teaching by Using Picture Books

Abstract

Many preschool teachers have discussed the conundrum that follows utilizing picture books for teaching, which is the poor quality of teaching effectiveness, and the need for support is extensive. Despite numerous research providing remedies, it appears that the problem has not been fully resolved. The aim of this study is to find out the latent reasons of this phenomenon. This study interviewed teachers' beliefs of their performance about using picture books to teach. 9 preschool teachers participated. The findings demonstrated that teachers' lack of confidence led them to assume that they were failing miserably while using picture books to teach. Additionally, teachers' beliefs on using picture books in teaching are greatly influenced by the appraisal of a high-quality teaching. Based on the interviews, preschool teachers' beliefs about teaching using picture book also be indecisive due to external feedback.