الكاتب/ة الباحث/ة
Dr Fathi Ihmeideh
الناشر/المؤسسة
Routledge
تاريخ الإصدار
2014
الدولة
الأردن
Much attention has been given to the impact of cooperative teachers on the pedago
gical behaviour of student teachers. In many cases, however, cooperating teachers gain
as much from the student teacher as the student teacher acquires from them. This study
was designed to elicit answers to the following two questions: (1) What are the
perspectives of early childhood cooperating teachers regarding early reading instruc
tion in the Jordanian context? and (2) Does the perspectives of early childhood
cooperating teachers engaging in early reading instruction change as a result of work
ing with student teachers? The study targeted a sample of 25 cooperating teachers and
28 student teachers who participated in the study by completing a questionnaire, and
follow-up interviews were also conducted with 13 cooperating teachers. Results of this
study indicate that cooperating teachers endorse the phonics method more than the
whole language (WL) approach. Unlike past research, the results of this study revealed
that (1) the student teaching experience had no effect on the perspective of cooperating
teachers regarding early reading instruction and (b) the perspectives of cooperating
teachers do not become similar to those of their student teachers who were
WL-oriented. The results have implications for early childhood teacher education
programmes and professional development for kindergarten teachers.