# name
Pre-service teachers' beliefs about initial literacy

# metadata.dc.description.abstract[].value
As part of a four-year research project aimed at tracing pre-service teachers’
beliefs, the study reported in this paper investigated the beliefs about initial literacy, displayed by prospective teachers studying to work at the kindergarten
and primary school level. In particular, it tapped into the beliefs that emerged
from interviews conducted among first-year students of teacher education in
the years 2012-2013. With a relatively small number of participants (16), each
student was interviewed and those interviews were analyzed, taking into account models of discourse-in-interaction. The results show differences as well
as similarities between the two groups. At the same time, they indicate the recurring nature of some beliefs, such as the widespread assumption that the
sooner children begin learning to read and write, the better they will be, or that
by the time students arrive at primary school, they should have already mastered these skills in order to fully benefit from formal schooling.

# metadata.dc.relation.ispartof[].value
Konińskie Studia Językowe, 2014, vol. 2, num.3, p. 315-321

# metadata.dc.source[].value
Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)

# metadata.dc.title[].value
Pre-service teachers' beliefs about initial literacy