This study provides a better understanding of early childhood education teachers in Saudi Arabia, how they define early writing, the methods they apply in classroom instruction, the preparation they received to become early childhood educators, and their recommendations for improving teacher preparation programs. This qualitative exploratory study included nine teachers, and each transcript was coded and grouped using open coding and axial coding. The major findings revealed that teachers had similar definitions of early writing and were using a variety of teaching techniques and classroom materials to encourage students to write. Most teachers felt that while their pre-service programs generally prepared them as classroom teachers, they did not specifically prepare them to teach early writing. These instructional skills were acquired mostly through the field experience. Their early career experiences and subsequent professional development helped them feel more prepared and supported by their peers. Teachers also shared their feedback on successful aspects of their preservice programs and how they would modify their programs to more thoroughly prepare them to teach early writing, which provided valuable insight into future research and program design.
|Advisor:||Kidd, Julie K.|
|Commitee:||La Croix, Leslie, Samaras, Anastasia P.|
|School:||George Mason University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 81/3(E), Dissertation Abstracts International|
|Subjects:||Early childhood education|
|Keywords:||Early career educators, Early childhood educators, Early writing, Kindergarten, Saudi Arabia, Teacher preparation|
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