Ready, Set, Action! Preservice Preschool Teachers' Journey from Preparation to Implementation of Literacy Activities
Saved in:
| Title: | Ready, Set, Action! Preservice Preschool Teachers' Journey from Preparation to Implementation of Literacy Activities |
|---|---|
| Language: | English |
| Authors: | Vahide Yigit-Gencten (ORCID |
| Source: | Journal of Early Childhood Literacy. 2026 26(2):633-656. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Preschool Education |
| Descriptors: | Preservice Teachers, Preschool Teachers, Student Attitudes, Readiness, Emergent Literacy, Literacy Education, Lesson Plans, Classroom Observation Techniques, Teacher Interns, Internship Programs, Self Efficacy, Teaching Methods, Preferences, Play, Preschool Education, Foreign Countries |
| Geographic Terms: | Turkey |
| DOI: | 10.1177/14687984251385361 |
| ISSN: | 1468-7984 1741-2919 |
| Abstract: | This qualitative case study explores preservice teachers' perceptions of readiness, instructional strategies, and implementation of early literacy activities. Data were collected through a short-form, open-ended questionnaire, lesson plans, and classroom observation notes during a 12-week internship program. Using Saldana's (2013) open coding framework, we employed descriptive, thematic, and cross-case analyses to provide a comprehensive understanding. Findings revealed that PSTs perceived themselves as moderately confident and prepared to teach literacy; their instructional aims reflected a preference for oral communication-based and play-based methods, and classroom practice showed a tendency to structured literacy activities and several barriers to implementation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504014 |
| Database: | ERIC |
| Abstract: | This qualitative case study explores preservice teachers' perceptions of readiness, instructional strategies, and implementation of early literacy activities. Data were collected through a short-form, open-ended questionnaire, lesson plans, and classroom observation notes during a 12-week internship program. Using Saldana's (2013) open coding framework, we employed descriptive, thematic, and cross-case analyses to provide a comprehensive understanding. Findings revealed that PSTs perceived themselves as moderately confident and prepared to teach literacy; their instructional aims reflected a preference for oral communication-based and play-based methods, and classroom practice showed a tendency to structured literacy activities and several barriers to implementation. |
|---|---|
| ISSN: | 1468-7984 1741-2919 |
| DOI: | 10.1177/14687984251385361 |
