The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.

Abstract

Vygotsky's Activity Theory-the theoretical framework for the current study. Constant comparative data analysis was used to make connections and construct meaning. Data were collected twice before an initial analysis and followed by a third gathering of information before the final analysis. Research questions for this study were examined using the original survey results for the eight case study teachers as well as qualitative data gathered through interviews, observations, and artifact collection. A cross-case vi analysis reveals that regardless of educational background and despite differing selfreported theoretical orientations to reading, all eight kindergarten teachers consistently taught from a phonics-based orientation. Building upon Vygotsky's Activity Systems theory, the concept of interdependent activity systems also emerged within the study and suggests that teachers are constantly balancing multiple activity systems in their daily work. A nexus of practice exists at the center of this new theory of interdependent activity systems -the point at which teachers are making decisions and implementing classroom practice drawn upon experiences from all their activity systems to create authentic learning opportunities for their students. Implications for teacher preparation programs, policymakers, and practitioners are discussed.