Kindergarten Teachers' Perspective and the Actual Practice of Guided Reading in a Private School in Dubai

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dc.contributor.advisorDr Tendai Charles
dc.contributor.authorGAFUROVA, NIGORA
dc.date.accessioned2024-07-22T07:04:48Z
dc.date.available2024-07-22T07:04:48Z
dc.date.issued2024-03
dc.description.abstractThis study investigates the implementation of guided reading in kindergarten classrooms within a private school in Dubai, focusing on the disparity between teachers' perceptions and actual instructional practices. Employing a mixed-methods triangulation design, data were collected through in-class observations using a devised Fidelity Checklist and interviews with six kindergarten teachers. Each class was observed twice to capture potential variations between sessions. The Fidelity Checklist devised by the researcher was utilised to collect and analyse data, while interviews provided deeper insights into teachers' perspectives. Findings revealed inconsistencies between teachers' claims of adherence to GR components and observed practices. The study underscores the importance of bridging the gap between teachers' perceptions and actual instructional practices to enhance the effectiveness of guided reading implementation.
dc.identifier.other21001682
dc.identifier.urihttps://bspace.buid.ac.ae/handle/1234/2650
dc.language.isoen
dc.publisherThe British University in Dubai (BUiD)
dc.subjectUAE, education, guided reading, fidelity checklist, perception, teacher, growth mindset, balanced literacy framework, literacy development, professional development
dc.titleKindergarten Teachers' Perspective and the Actual Practice of Guided Reading in a Private School in Dubai
dc.typeDissertation
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