Investigation of perceptions of kindergarten and first grade primary school teachers about official texts and literacy practices of the grade that follows or precedes their own

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Published: Dec 1, 2020
DOI: https://doi.org/10.12681/jret.22149
Keywords:
Literacy Kindergarten Primary school Teachers’ knowledge Teachers’ perceptions Curricula Literacy practices
Zoi Apostolou
Department of Educational Sciences and Early Childhood Education, University of Patras
https://orcid.org/0000-0003-4359-397X
Nektarios Stellakis
Department of Educational Sciences and Early Childhood Education, University of Patras
Abstract

The purpose of this research is to investigate the knowledge and the perceptions of first-grade primary school teachers and kindergarten teachers about the official texts (curricula and text books) of the primary school and preschool, respectively. In addition, teachers' perceptions of the relevance of official texts on literacy, curriculum, and literacy enhancement practices as studied in both kindergarten and primary schools, are the key questions explored. The research is part of a broader study of the relationships between natural / early and conventional / school literacy, the teachers' perceptions of the possibility of integration of language curricula, as well as practices resulting from the study of curricula. The data were collected through a questionnaire sample of 326 kindergarten teachers and 306 teachers teaching the year of the process in the first grade of Greek elementary schools (Achaia and Ilia) as well as conducting semi-structured interviews with 32 teachers who participated and completing the questionnaire. The results showed that kindergarten teachers and first-grade teachers and teachers were ignorant of the texts and practices of the grade that followed or preceded their own in enhancing literacy. The ignorance of the connection between the theoretical principles of the two programs seemed to lead to the discontinuity of their perceptions and practices of enhancing literacy.

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Author Biography
Zoi Apostolou, Department of Educational Sciences and Early Childhood Education, University of Patras

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