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Ready, Set, Action! Preservice Preschool Teachers' Journey from Preparation to Implementation of Literacy Activities

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Title: Ready, Set, Action! Preservice Preschool Teachers' Journey from Preparation to Implementation of Literacy Activities
Language: English
Authors: Vahide Yigit-Gencten (ORCID 0000-0003-0372-2298), Rabia Ozen Uyar (ORCID 0000-0003-1840-7952)
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
FullText Text:
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  Data: Ready, Set, Action! Preservice Preschool Teachers' Journey from Preparation to Implementation of Literacy Activities
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  Data: <searchLink fieldCode="AR" term="%22Vahide+Yigit-Gencten%22">Vahide Yigit-Gencten</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0372-2298">0000-0003-0372-2298</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rabia+Ozen+Uyar%22">Rabia Ozen Uyar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1840-7952">0000-0003-1840-7952</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Literacy%22"><i>Journal of Early Childhood Literacy</i></searchLink>. 2026 26(2):633-656.
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  Data: 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
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
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  Label: Publication Date
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  Data: 2026
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Interns%22">Teacher Interns</searchLink><br /><searchLink fieldCode="DE" term="%22Internship+Programs%22">Internship Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
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  Data: 10.1177/14687984251385361
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  Data: 1468-7984<br />1741-2919
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1504014
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1504014
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      – Type: doi
        Value: 10.1177/14687984251385361
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 633
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Readiness
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Classroom Observation Techniques
        Type: general
      – SubjectFull: Teacher Interns
        Type: general
      – SubjectFull: Internship Programs
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Ready, Set, Action! Preservice Preschool Teachers' Journey from Preparation to Implementation of Literacy Activities
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            NameFull: Vahide Yigit-Gencten
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            NameFull: Rabia Ozen Uyar
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              Type: published
              Y: 2026
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              Value: 1468-7984
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              Value: 1741-2919
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              Value: 26
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              Value: 2
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            – TitleFull: Journal of Early Childhood Literacy
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