Research conducted among student teachers during three academic years (2010-2011; 2011-2012 ; 2012-2013) at Israel’s Levinsky College of Education sought to ascertain (a) the extent of implementation of repeated picture-book reading (RPBR) with preschool groups each academic year ; (b) how does the implementation of RPBR progress throughout the years of the study ? (c) students’ understanding of the value of RPBR; and (d) the perceived benefits and difficulties of RPBR by student-teachers. Of approximately 250 students who completed questionnaires each semester, most report that they regularly perform RPBR – implementation in 2013 was 96% for students in the four-year academic program and 100% for those in the two-year, teacher certification program. Inclusion of children experiencing language, social, behavioral or other difficulties in these groups was high (around 77%) from the second year of studies. Content analysis of responses to the open questions led to defining reflective categories that reveal the students’ conceptual understanding of RPBR. Overall, 40% of the responses in 2013 were defined as showing either a “narrow” or “extended” understanding compared with 37% in 2012 and 20% in 2011.
& Segal-Drori, O.
Student Teachers’ Implementation and Understanding of Repeated Picture-Book Reading in Preschools.
Australian Journal of Teacher Education, 40(1).