Abstract
This paper reports on the results of a research study entitled “Who is that I See Before Me?” Teachers’ Perceptions of Learning and School Readiness in Kindergarten Children. This research was primarily concerned with giving voice and validation to kindergarten teachers by exploring their perceptions, assumptions, and understanding as to what, and how, do learning readiness and school readiness present in kindergarten children. In order to answer the research question “How do kindergarten teachers perceive and understand the concept of learning readiness and school readiness?” The research was conducted within a social constructivist framework and employed an Interpretive Phenomenology Approach (IPA). Data were collected in three phases using semi-structured interview questions. Each interview focused on a different aspect of readiness. The first interview looked at the perceptions and understanding of interviewees regarding learning readiness. The second interview focused on school readiness. Both interviews also examined how teachers’ pre-service and teaching experiences influenced their understanding of learning and school readiness. The final interview allowed the teachers to share what they considered important for new kindergarten teachers to know concerning the concepts of learning and school readiness. A reflective journal allowed the researcher to explore her own biases, preconceptions, and experiences of the phenomenon being studied. This research aims to increase kindergarten teachers understanding and awareness of how learning readiness and school readiness are presented, and understood, by those teachers who live the experience in the classroom every day.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
School Readiness, Learning Readiness, Kindergarten, Teacher Perceptions, Interpretive Phenomenological Analysis
