Greek Preschool Teachers’ Professional Features and Their Knowledge and Views of the Official Standards of Early Writing Teaching
Background/purpose – The purpose of this study was to explore three null hypotheses regarding the association between Greek preschool teachers’ professional features with their knowledge and views of the official standards of early writing teaching which emphasize real communicative purposes. Mat...
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| Format: | Article |
| Language: | English |
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ÜNİVERSİTEPARK Limited
2023-03-01
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| Series: | Educational Process: International Journal |
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| Online Access: | https://www.edupij.com/files/1/articles/article_292/EDUPIJ_292_article_64499ffade54d.pdf |
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| author | Filippos Tentolouris |
| author_facet | Filippos Tentolouris |
| author_sort | Filippos Tentolouris |
| collection | DOAJ |
| description | Background/purpose – The purpose of this study was to explore three null hypotheses regarding the association between Greek preschool teachers’ professional features with their knowledge and views of the official standards of early writing teaching which emphasize real communicative purposes.
Materials/methods – 494 teachers participated in an Internet-based survey and their answers to a 21-item digital questionnaire were analyzed through descriptive (calculation of frequencies) and inferential statistics (chi-squared tests).
Results – Two of the three null hypotheses cannot be supported and two statistically significant associations emerged: (a) teachers’ education level was associated with a comprehensive knowledge and use of the official standards, and (b) teachers with lower level academic qualifications and teaching experience of more than 10 years seem to reproduce a “phonics” approach.
Conclusion – It is argued that the introduction of curricula per se cannot alter teachers’ implementation of the phonics method, which is contrary to the official curriculum standards. It is suggested that redesigning writing practices to make them more compatible with the official standards should be a long-term and reciprocal project among teachers and policymakers. |
| format | Article |
| id | doaj-art-3b8e37fdd9e84ae7b3d29c84d2250d2a |
| institution | Kabale University |
| issn | 2147-0901 |
| language | English |
| publishDate | 2023-03-01 |
| publisher | ÜNİVERSİTEPARK Limited |
| record_format | Article |
| series | Educational Process: International Journal |
| spelling | doaj-art-3b8e37fdd9e84ae7b3d29c84d2250d2a2025-02-03T11:47:29ZengÜNİVERSİTEPARK LimitedEducational Process: International Journal2147-09012023-03-0112110.22521/edupij.2023.121.4Greek Preschool Teachers’ Professional Features and Their Knowledge and Views of the Official Standards of Early Writing TeachingFilippos Tentolourishttps://orcid.org/0000-0002-4294-817XBackground/purpose – The purpose of this study was to explore three null hypotheses regarding the association between Greek preschool teachers’ professional features with their knowledge and views of the official standards of early writing teaching which emphasize real communicative purposes. Materials/methods – 494 teachers participated in an Internet-based survey and their answers to a 21-item digital questionnaire were analyzed through descriptive (calculation of frequencies) and inferential statistics (chi-squared tests). Results – Two of the three null hypotheses cannot be supported and two statistically significant associations emerged: (a) teachers’ education level was associated with a comprehensive knowledge and use of the official standards, and (b) teachers with lower level academic qualifications and teaching experience of more than 10 years seem to reproduce a “phonics” approach. Conclusion – It is argued that the introduction of curricula per se cannot alter teachers’ implementation of the phonics method, which is contrary to the official curriculum standards. It is suggested that redesigning writing practices to make them more compatible with the official standards should be a long-term and reciprocal project among teachers and policymakers.https://www.edupij.com/files/1/articles/article_292/EDUPIJ_292_article_64499ffade54d.pdfearly writingemergent literacyphonics method |
| spellingShingle | Filippos Tentolouris Greek Preschool Teachers’ Professional Features and Their Knowledge and Views of the Official Standards of Early Writing Teaching Educational Process: International Journal early writing emergent literacy phonics method |
| title | Greek Preschool Teachers’ Professional Features and Their Knowledge and Views of the Official Standards of Early Writing Teaching |
| title_full | Greek Preschool Teachers’ Professional Features and Their Knowledge and Views of the Official Standards of Early Writing Teaching |
| title_fullStr | Greek Preschool Teachers’ Professional Features and Their Knowledge and Views of the Official Standards of Early Writing Teaching |
| title_full_unstemmed | Greek Preschool Teachers’ Professional Features and Their Knowledge and Views of the Official Standards of Early Writing Teaching |
| title_short | Greek Preschool Teachers’ Professional Features and Their Knowledge and Views of the Official Standards of Early Writing Teaching |
| title_sort | greek preschool teachers professional features and their knowledge and views of the official standards of early writing teaching |
| topic | early writing emergent literacy phonics method |
| url | https://www.edupij.com/files/1/articles/article_292/EDUPIJ_292_article_64499ffade54d.pdf |
| work_keys_str_mv | AT filippostentolouris greekpreschoolteachersprofessionalfeaturesandtheirknowledgeandviewsoftheofficialstandardsofearlywritingteaching |