How do differing stakeholders perceive instances of literacy instruction?

In this study, we investigated how early childhood teachers’ perspectives on their enacted literacy instruction aligned with the perspectives of observers of that same instruction. Two master teachers and two researchers, all with early childhood expertise, observed and reported their perspectives o...

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Bibliographic Details
Published in:Journal of early childhood literacy 2021-03, Vol.21 (1), p.104-126
Main Authors: Schachter, Rachel E, Matthews, Ann, Piasta, Shayne B
Format: Article
Language:English
Subjects:
Classroom Observation Techniques
Common ground
Context Effect
Early Childhood Education
Early literacy
Literacy
Literacy Education
Observation
Phenomenology
Preschool Teachers
Stakeholders
Teacher Attitudes
Teaching
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Summary:In this study, we investigated how early childhood teachers’ perspectives on their enacted literacy instruction aligned with the perspectives of observers of that same instruction. Two master teachers and two researchers, all with early childhood expertise, observed and reported their perspectives of 45 instances of literacy instruction. These were examined for alignment across each other and with teachers’ descriptions of their thinking during the instruction. Participants’ perceptions of instruction tended to align, yet there were notable differences in perceptions about context and goals. Although we often found common ground among participants regarding the purpose of instruction, there were interesting variations across participants that highlighted the complexity of classroom processes, the value of teachers’ contextual knowledge and the multiple perspectives brought to bear on the same instance of instruction.
ISSN:1468-7984
1741-2919
DOI:10.1177/1468798418813661