‘I believe, therefore I practice’: Teachers’ beliefs on literacy acquisition and their classroom practices

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Type
Book Chapter
Citation
Norhaida Aman. (2016). ‘I believe, therefore I practice’: Teachers’ beliefs on literacy acquisition and their classroom practices. In R. E. Silver & W. D. Bokhorst-Heng (Eds.), Quadrilingual education in Singapore: Pedagogical innovation in language education (pp. 39-56). Springer. https://doi.org/10.1007/978-981-287-967-7_3
Author
Norhaida Aman 
Abstract
The expanding literature on teachers’ beliefs and perceptions relating to their classroom practices suggests that teachers’ pedagogical beliefs are a major determinant of the choices they make in the classroom concerning curriculum, pedagogy, classroom management and relating to students (Orton RE, Curric Inq 26(2):203–217. doi:10.2307/1180040, 1996; Pajares MF, Rev Educ Res 62(3):307–332. doi:10.3102/00346543062003307, 1992; Vartuli S, Early Child Res Q 14:489–514. doi:10.1016/S0885-2006(99)00026-5, 1999). It thus follows that a deeper understanding of teachers’ beliefs will be helpful in developing and implementing new programmes and effective in-service education (Richardson V, Anders P, Tidwell D, Lloyd C, Am Educ Res J 28(3):559–584. doi:10.3102/00028312028003559, 1991). Towards that end, the focus of this chapter is on the relationship between teacher beliefs and classroom practices in two Singapore kindergarten schools, with a particular focus on early literacy education.
Keywords
Date Issued
2016
ISBN
9789812879653 (print)
9789812879677 (online)
Publisher
Springer
Series
Education Innovation Series
DOI
10.1007/978-981-287-967-7_3