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‘I Believe, Therefore I Practice’: Teachers’ Beliefs on Literacy Acquisition and Their Classroom Practices

  • Norhaida AmanEmail author
Chapter
Part of the Education Innovation Series book series (EDIN)

Abstract

The expanding literature on teachers’ beliefs and perceptions relating to their classroom practices suggests that teachers’ pedagogical beliefs are a major determinant of the choices they make in the classroom concerning curriculum, pedagogy, classroom management and relating to students (Orton RE, Curric Inq 26(2):203–217. doi:10.2307/1180040, 1996; Pajares MF, Rev Educ Res 62(3):307–332. doi:10.3102/00346543062003307, 1992; Vartuli S, Early Child Res Q 14:489–514. doi:10.1016/S0885-2006(99)00026-5, 1999). It thus follows that a deeper understanding of teachers’ beliefs will be helpful in developing and implementing new programmes and effective in-service education (Richardson V, Anders P, Tidwell D, Lloyd C, Am Educ Res J 28(3):559–584. doi:10.3102/00028312028003559, 1991). Towards that end, the focus of this chapter is on the relationship between teacher beliefs and classroom practices in two Singapore kindergarten schools, with a particular focus on early literacy education.

Keywords

Classroom Practice Instructional Practice Classroom Observation Preschool Teacher Kindergarten Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  1. 1.English Language and LiteratureNational Institute of EducationSingaporeSingapore

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