Elementary 1st Grade Teachers' Views on the Practices in the 12-Week Adaptation and Preparation Process

Abstract

A functional preparation process that can be conducted before basal reading and writing practices in the 1st grade can be effective for children to start reading and writing successfully. This study aims to examine teachers' views on the practices in the 12-week adaptation and preparation process of 1st graders. Qualitative research method was used in the study. Holistic single case study design was employed in the study that was conducted in the spring term of 2012-2013 academic year. The participants were 1st grade teachers (n=66) and the data were gathered through an open-ended question survey. The data were analysed using the content analysis technique. A majority of the teachers participated in the study followed the 12-week adaptation and preparation process in their classes. The teachers thought that it was not suitable to teach two different age groups in the same class, and the remaining time after 12 weeks was not enough for teaching and reinforcing basal reading and writing.