Classroom Teachers' Expectations from Pre-School Education on the Process of Preparation for Literacy: An Exploratory Sequential Design Study


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Soyuçok M., Balantekin Y.

International Journal of Progressive Education (IJPE), vol.18, no.1, pp.229-248, 2022 (Peer-Reviewed Journal)

Abstract

In this study, it was aimed to reveal classroom teachers' expectations from pre-school education within

the context of literacy teaching and to develop a measurement tool depending on these expectations.

The study was conducted with 682 classroom teachers in accordance with the exploratory sequential

design, one of the mixed method designs. The expectations of classroom teachers within the context of

literacy teaching were first determined by qualitative data collection methods, then, the validity and

reliability analyses of the draft measurement tool created with these data were performed and the

measurement tool was developed, and finally, this measurement tool was applied on a different sample

and the expectations of classroom teachers from preschool education within the context of literacy

were determined. According to the qualitative data, classroom teachers' expectations were evaluated

under the themes of listening, speaking, reading, writing and school adjustment. In the scale

development process, the reliability was ensured by Cronbach's Alpha coefficient, the content validity

was ensured by expert opinions, and the construct validity was ensured by exploratory and

confirmatory factor analysis. As a result of the analyses, a valid and reliable scale consisting of 24

items and three factors as listening-speaking, reading-writing and school adjustment was developed. It

was recommended that classroom teachers should evaluate their expectations from pre-school

education with pre-school teachers during their professional working periods.