Effects of a Phonological Awareness Professional Development Program on Preschool Teachers and Children

被引：0
作者：
Parpucu, Nurbanu [1 ]
Yildiz, Tulin Guler [2 ]
机构：
[1] Anadolu Univ, Fac Educ, Dept Primary Educ, Eskisehir, Turkiye
[2] Hacettepe Univ, Fac Educ, Dept Primary Educ, Bartin, Turkiye
来源：
EGITIM VE BILIM-EDUCATION AND SCIENCE | 2024年 / 49卷 / 217期
关键词：
Phonological awareness; Professional development; Teacher training; Instructional coaching; In-service education; Preschool education; HOME LITERACY ENVIRONMENT; EMERGENT LITERACY; READING-INSTRUCTION; LANGUAGE; KNOWLEDGE; SKILLS; VOCABULARY; PHONEME; WORD; COMPREHENSION;
D O I：
10.15390/EB.2023.12112
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study aimed to investigate the effects of a phonological awareness professional development program on teachers' phonological awareness knowledge, teaching quality, and the phonological awareness skills of children. The study was planned with a quasi -experimental design and a pretest -posttest control group, and 67 children and 4 preschool teachers were participated. Teachers in the experimental group were given 5 hours of training and applied 10 hours of coaching. The results showed that the teachers' knowledge and teaching quality increased. After expressive language and category naming scores of the children were controlled, there were significant differences between the experimental and control group children in phonological awareness skills.
引用
收藏
页码：45 / 67
页数：23
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