Understanding Singaporean preschool teachers' beliefs about literacy development: Four different perspectives

Lim, Christina

doi:10.1016/j.tate.2009.04.003

Cited by 14 publications

(8 citation statements)

References 33 publications

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“…Por un lado, existe evidencia de que las creencias de los docentes sobre el contenido que ha de ser enseñado sirve de filtro a la hora de imaginar y decidir qué experiencias de aprendizaje planear y ofrecer a sus alumnos (Clark & Peterson, 1986;Genishi, Ryan, Ochsner & Yarnall, 2001;Wideen, Mayer-Smith & Moon, 1998). En el caso de la lectura, trabajos como el de Asselin (2000) y el de Gupta (2004), realizados con docentes en formación, o estudios como el de Lim (2010), desarrollado con profesores en activo, encuentran relación entre las creencias que los sujetos sostienen en torno a la lectura y su actuación docente en esta misma área. En nuestro contexto, Munita (2013) encontró que había diferencias entre el perfil de lector literario de estudiantes de Magisterio y el modo de concebir su labor de mediación en la formación de lectores.…”

Section: El Docente Como Lector Y Formador De Lectoresunclassified

¿Qué leen los futuros maestros y maestras? Un estudio del docente como sujeto lector a través de los títulos de libros que evocan

Granado

Puig

2014

OCNOS

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Nowadays, there are more and more findings of educational research that show that a reader teacher is necessary to educate readers at school. On the one hand, the personal relation that teachers have with reading exerts an influence on the kind of instructional reading practices they offer in their classroom. On the other hand, teachers´ beliefs on reading worth that they convey to their students are also connected to their own reading habits; so the reader and the educational person converge into the teacher. This work explores the potential embedded in the study of the last three books that future teachers declare they have read as an indicator of their own identity as readers. More than thousand preservice teachers of three public universities were surveyed. The results reveal that these subjects are not closely involved in reading and that and they show an extrinsic motivation towards the reading; they are immature readers, they read best-sellers or fashionable books and writers and they basically read the compulsory readings at university. Their concept of respectable reading is analysed through the titles they bring up. Promoting better habits towards reading is proposed as a pre-service teacher education goal. resumenExiste cada vez más evidencia empírica sobre el hecho de que formar lectores requiere docentes lectores. Por un lado, la relación personal que los docentes mantienen con la lectura influye en el tipo de prácticas de educación lectora que ofrecen en su aula y, por otro, en las creencias que sobre el valor de la lectura mantienen y transmiten a sus estudiantes; esto es, hay una confluencia entre el sujeto lector y el sujeto didáctico que el enseñante es. En este trabajo se ha explorado el potencial que ofrece el estudio de los tres últimos títulos de libros que los futuros maestros y maestras declaran haber leído para comprender parte de su identidad como lectores. La muestra estuvo formada por más de mil estudiantes del último curso de Magisterio de tres universidades públicas. Los resultados revelan que mantienen una relación tibia con la lectura y una motivación extrínseca hacia la práctica lectora: son lectores inmaduros, de libros de moda de gran impacto mediático y de textos prescritos por sus estudios; se analiza también la representación que de la lectura se hacen a través de los títulos evocados. Se concluye acerca de la necesidad de abordar desde su formación inicial como maestros la tarea de reeducar su relación con la lectura. Granado

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Section: El Docente Como Lector Y Formador De Lectoresunclassified

¿Qué leen los futuros maestros y maestras? Un estudio del docente como sujeto lector a través de los títulos de libros que evocan

Granado

Puig

2014

OCNOS

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“…I thought it likely that there might be many issues about which the research participants felt strongly so I was interested to know how these concerns were being prioritised in the articulations of my participants. It was at this point in my musings that I happened across an article detailing teacher perspectives on literacy development (Lim, 2010) and I was instantly drawn to the methodology section that described an approach that closely met the conditions I had already established for my own research. Reading more widely about Q methodology, including Stephenson's (1953) seminal work The Study of Behavior and Brown's (1980) Political Subjectivity, I felt that, with a little adaptation, the approach could meet the needs of my research project.…”

Section: Arriving At Q Methodologymentioning

confidence: 99%

Exploiting the Qualitative Potential of Q Methodology in a Post-Colonial Critical Discourse Analysis

Burke

2015

International Journal of Qualitative Methods

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This conceptual article describes an approach I have taken when exploring the discourse associated with the teaching and learning of high school science in a given Caribbean location. Using a lens of post-colonial theory to guide the entire project, I employed an adaptation of the standard interpretation of Q methodology as part of a critical discourse analysis. In this article, I support and extend Shinebourne's (2009) representation of Q methodology as a means of "expanding the repertoire of qualitative research methods" (p. 93), as described in a previous issue of this journal. Given the challenging nature of the research theme and the analytic perspective that I employed as a researcher, the standard Q methodology protocol was augmented, whilst retaining the essential attributes of Q technique. This approach proved engaging for participants and was fruitful in providing insight into the tensions between shared and particular participant perspectives. The resultant research strategy described in this article would be of particular interest to researchers from a qualitative background, particularly those working within a post-foundational framework, who would value support in conducting a critical discourse analysis.

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“…To my knowledge, Q has not been used in Music education assessment research even though it is a well-known methodology for studying different teachers' conceptions (e.g. Anderson et al 1997;Rimm-Kaufman et al 2006;Lim 2010). Specifically, it is a useful research tool to name and depict the textuality of discourses' interplay, and, through further interpretation, to map out their possible relations to one another (cf.…”

Section: Methodsmentioning

confidence: 99%

Understanding classroom assessment in dilemmatic spaces: case studies of Singaporean music teachers' conceptions of classroom assessment

Leong

2014

Music Education Research

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With the articulation of new 'Holistic and Balanced Assessment' initiatives in Singaporean schools, a new standard of conceptualising and enacting classroom assessment is expected of Singaporean teachers. This paper draws on findings from a study of the diversity of classroom assessment 'concourse', representing the variations in conceptions among the case studies of Singaporean primary-and secondary-school Music teachers, higher-education Music teachers and policymakers. As such, the emphasis is on unravelling the multiplicity of significant relationships of conceptions within the specific context of Music teachers' classroom decision-making environments. The different conceptions from the Q-factor analysis, in particular, have revealed underlying bases of common and different views of classroom assessment. This suggests that classroom assessment, like many aspects of classroom teaching and learning, is not a stable entity. Rather, it is highly variable, contested and irreducibly situated in a specific context. The imagination, conviction and commitment of Music teachers, can inspire the wider education fraternities to consider how assessment can be compatible and complementary to the creativities of learning and teaching in the classroom.

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Understanding Singaporean preschool teachers' beliefs about literacy development: Four different perspectives

Cited by 14 publications

References 33 publications

¿Qué leen los futuros maestros y maestras? Un estudio del docente como sujeto lector a través de los títulos de libros que evocan

¿Qué leen los futuros maestros y maestras? Un estudio del docente como sujeto lector a través de los títulos de libros que evocan

Exploiting the Qualitative Potential of Q Methodology in a Post-Colonial Critical Discourse Analysis

Understanding classroom assessment in dilemmatic spaces: case studies of Singaporean music teachers' conceptions of classroom assessment

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